Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support
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.
Number of times cited: 1
- Audrey Carty and Ann Marie Farrell, Co‐teaching in a mainstream post‐primary mathematics classroom: an evaluation of models of co‐teaching from the perspective of the teachers, Support for Learning, 33, 2, (101-121), (2018).
