How do LSAs perceive classroom behaviours of children with learning disabilities?

Abstract

This study attempted to explore where behaviours of children with Learning Disabilities (LD) manifest any unique behaviours from a Learning Support Assistant’s (LSA) perspective. One aim set for this dissertation was to explore whether there is a difference observed between externalising and internalising behaviours for children with LD, specifically for Dyslexia, Dyscalculia, Dysgraphia and Comorbidities with Attention Deficit Hyperactivity Disorder (ADHD). LD are usually seen from the perceptions of teachers, classmates, and selfperceptions of students with LD. Few research is dedicated towards the role of LSAs working with students with LD. A Quantitative Research Design was used in order to determine whether there are any observed differences in LD students. A Questionnaire was designed with 60 statements, demonstrating different types of behaviours or situations, to be answered in a five-point Likert Scale. The LSAs were recruited from nine different Primary Schools between Malta and Gozo using convenience sampling. The Chi-Squared Test and Kruskal- Wallis Test were used to interpret the data collected. The questions set for this dissertation identified the most commonly observed behaviours, noted significant differences in some behaviours, and showed that LSAs were more likely to have students with different disabilities rather than LD. The dissertation title could not be answered, as the group with LD was underrepresented. Future recommendation are to seek out more professionals that work closely with students with LD, or considering other groups of disability for the perceptions of LSAs.