Perception of LSEs and teachers on the role played by learning support educators in the management of the inclusive classroom

Abstract

This study deals with the role played by Learning Support Educators (LSEs) in one of the primary State schools in Malta. The intention is to look at the perception of classroom teachers and LSEs on the LSEs’ level of contribution in the management of the inclusive classroom. The research also explores the relationship in terms of communication and collaboration between the classroom teachers and LSEs. Additionally, the success of LSE is investigated in connection with the type of individual needs of the student with disability. Twelve semi-structured interviews, eight with classroom teachers and four with LSEs from Year 3, 4, 5, and 6, were conducted. The general picture that comes forth from this study is that the LSE’s role in the classroom rely mainly on the student’s type and level of Individual Educational Needs. Besides, the amount and type of training given to LSEs, and the relationship between the teacher and the LSE also affect the role of the LSE during the daily routine in the class.