Support at Secondary Level
Working in classrooms puts support teachers in a unique position for both preventing and meeting special educational needs which no other situation provides. (Hart 1986)
Research by Lee and Henkhuzens (1996) confirms the fact that in the secondary sector, support for students with SEN can be provided in a variety of different ways. Many schools still offer at least some individual or small group withdrawal. Nevertheless, the bulk of learning support is now provided in mainstream classrooms. Some of this in-class support is being provided by learning support assistants, however most secondary schools still prefer to use qualified teachers. When organised well, in-class support can smooth the way for subject teachers to deliver their lessons with minimal disruption, as well as improving the low self-esteem of students with special needs, encouraging them to move from dependence to independence (Welding 1996).