Learning Support/Resource Teachers in Mainstream Post-Primary Schools: Their Perception of the Role in Relation to Subject Teachers
Keywords:Learning Support, Learning Resource, Teacher Support, Post-Primary, Inclusion, Inclusive Education, SEN, Special Educational Needs
This article describes the role of the support teacher (learning support/resource) in Irish post-primary schools as perceived by a sample of those teachers with particular reference to their role in relation to supporting other teachers in their schools. The methodology used is outlined followed by a summary of the findings and discussion on the implications arising. These findings represent part of a wider research project which investigated a range of issues in relation to inclusion of pupils with special educational needs (SEN) at post-primary level. This project was funded by the Research Committee of St. Patrick's College and Church of Ireland College of Education (CICE).
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