Helping or Hindering: Understanding the Professional Development Needs of Learning Support Assistants in Post-Compulsory Education in England

Abstract

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). Untrained learning support assistants who were supporting students with Special Educational Needs and Disability (SEND) in a College for Further Education in England were encouraged to enroll on ELSAP to enhance their professional development. The purpose of this paper is to share findings from the project and to report on some key professional developmental needs that college LSAs who worked in inclusive college classrooms have. Quantitative methodologies were employed and data were systematically collected over a fourteen-week period during ELSAP delivery and implementation. Findings indicate key gaps in the professional knowledge and practice of LSAs; misconceptions of their own role, responsibilities and tasks; unsatisfactory knowledge on SEND and appropriate interventions; limited understanding of physical symptoms on learning and little/no previous or existing knowledge and skills of the college curricula and unsatisfactory knowledge on how to motivate learners with SEND during the teaching-learning-process. Findings furthermore demonstrate that LSAs has a limited understanding of college policies/codes of conduct; lack knowledge on adult learning theories and lack professionalism in general.