Pearl Marie Vella Haber

The goal of the study was to delve into the self- and community perceptions of the Learning Support Educators (LSEs) and their role in promoting inclusion. A qualitative study was carried out, in which ten participants, five males and five females, were selected to share their experience as LSEs. The participants had different levels of experience and training, and had diverse school backgrounds. Interpretative Phenomenological Analysis was used in this research. In-depth semi-structured interviews were utilized to collect data. The analysis yielded twelve themes: the experience of the participants’ first year in their role; the circumstances that led them to choosing the role; the complex duty roles LSEs take on which differ greatly from the job description outlined in policy documents; segregation, powerlessness and gender stereotyping that come with the role; the dynamics of the school community and the role that LSEs have within this community, as well as their relationship with other staff members, namely teachers, SMT and the school INCO; the issue of disconnectedness from, as well as belongingness to the school; the perception of the Maltese community of LSEs; their own relationship to the role; barriers to inclusion, along with the factors that make a school inclusive; and good practice in the field. The last-mentioned theme was developed to recommend the way forward. A number of recommendations were suggested, namely: the implementation of a structured training programme; the opportunity to specialise in specific areas of disability; the granting of a warrant; the opportunity to work in close collaboration with teachers and the possibility of being trained together to improve practice for both parties; and regular training opportunities and reviewing to ensure a high level of professional practice. In the final analysis, this study uncovers the lack of respect and esteem that LSEs encounter, while exposing LSEs as an underutilised resource, whose efforts often go unrecognised.