Learning Support/Resource Teachers in Mainstream Post-Primary Schools: Their Perception of the Role in Relation to Subject Teachers

Authors

  • Ann Marie Farrell
  • Áine O'Neill

Keywords:

Learning Support, Learning Resource, Teacher Support, Post-Primary, Inclusion, Inclusive Education, SEN, Special Educational Needs

Abstract

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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Published

2021-01-27

How to Cite

Farrell, A. M., & O’Neill, Áine. (2021). Learning Support/Resource Teachers in Mainstream Post-Primary Schools: Their Perception of the Role in Relation to Subject Teachers. REACH: Journal of Inclusive Education in Ireland, 25(2), 92–103. Retrieved from https://reachjournal.ie/index.php/reach/article/view/81

Issue

Vol. 25 No. 2 (2012)

Section

Articles

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