Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Todd, Nicole Ann (2012) Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support. Support for Learning, 27 (4). pp. 177-183. ISSN 0268-2141

Abstract

The original concept of a subculture of learning support in secondary schools developed from a study of Support Teachers, Learning Difficulties in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co-teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2012 The Author. Support for Learning © 2012 NASEN. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 25 Mar 2013 08:14
Last Modified: 19 Aug 2014 04:02
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Identification Number or DOI: 10.1111/1467-9604.12005
URI: http://eprints.usq.edu.au/id/eprint/23210

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