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Original Articles

The Role of Learning Support Assistants in the Inclusive Learning of Pupils with Severe and Profound Learning Difficulties

Pages 157-167 | Published online: 02 Jul 2010

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  • BOOTH, T., and AINSCOW, M., 1998. From Them to Us: An Internationa l Study of Inclusion in Education. London: Routledge; 1998.
  • DEPARTMENT OF EDUCATION AND EMPLOYMENT (DfEE), 1997. Excellence for All Children: Meeting Special Educational Needs. London: DfEE; 1997.
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  • FARRELL, P., BALSHAW, M., and POLAT, F., 1999. The Management, Role and Training of Learning Support Assistants. London: DfEE; 1999.
  • FOX, G., 1998. A Handbook for Learning Support Assistants. London: David Fulton Publishers; 1998.
  • GIANGRECO, M., EDELMAN, S., LUISELLI, T., and MCFARLAND, S., 1997. Helping or hovering? Effects of instructiona l assistant proximity on students with disabilities, Exceptional Children 64 ((1)) (1997), pp. 7–18.
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  • JANNEY, R., and SNELL, M., 1997. How teachers include students with moderate and severe disabilities in elementary classes: the means and meaning of inclusion, Journal of the Association of Persons with Severe Handicaps 22 ((3)) (1997), pp. 159–169.

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