Perspectives of learning and support assistants on cooperation with teachers in inclusive education: a systematic literature review

Ufermann, L.; Domsch, H.; Urton, K.

Abstract

Support staff are heavily involved in the implementation of inclu-sive education, and cooperation with teachers is a significant part ofthis. This review examines the learning and support assistants’(LSAs) perception of cooperating with teachers in inclusive educa-tion in order to identify facilitating factors and barriers to suchcooperation. Additionally, this review examines the effect this coop-eration has on all stakeholders. A systematic literature review wasconducted that identified 38 relevant studies. We found that posi-tive communication practices, clear task roles and responsibilities,and positive interpersonal relationships promote cooperation,while frustration and tension result from roles that are not clearlydefined, a lack of organisational support, negative environments,and ineffective communication strategies. Positive outcomes ofeffective cooperation include less stress and a supportive profes-sional experience that promotes competence and well-beingamong professional as well as the inclusion of students. The find-ings highlight the need to create an effective process for coopera-tion to foster a good working environment and to promoteinclusive school development, with school leaders having a majorrole to play in implementing such a process. There is still a need forfurther examination of the effects of cooperation on students andinvestigation into which processes/mediators promote successfulcooperation.