Focus on...

Last year, I completed an Action Research Project to evaluate the effectiveness of the current deployment of Learning Assistants (LAs) at MECS.

This project was grounded in the understanding that, as educators, we are legally required to provide students with disabilities equal access to education. From a Christian perspective this care for the vulnerable stems from the belief that every individual is created 'in the image of God' (Genesis 1:27), which underpins our moral obligation to provide all students with equal access to quality education.

To provide access to quality education for all students many education systems employ LAs to support inclusive education, and their use is highly valued by parents, students, and teachers alike (Webster & Blatchford, 2020; Shaddock et al., 2007). However, the widespread deployment of LAs does not always lead to positive inclusive practices and may sometimes have unintended negative consequences.

My action research project examined the literature on the effectiveness of LAs in supporting inclusive practices, investigated how LAs are currently utilised at MECS, and assessed whether these practices align with effective models.

Observations and interviews at MECS revealed trends consistent with broader empirical findings. The results suggest that when LAs are involved in structured intervention programs, their deployment is generally effective. Additionally, practices at MECS showed that LAs can enhance teaching by managing rotational learning groups and supporting teachers with students who have the greatest needs.

To ensure we provide equal access to quality education, it is essential to continually assess whether our practices may have unintended negative consequences despite our best intentions (e.g. learned helplessness, less effective instruction, social isolation). Action Research is one way that educators can critically reflect on their everyday practices.

Teachers and LA’s need to work together to be employed in programs that provide effective interventions that help students, continually reviewing whether our actions reflect best practice. This is not easy, but our students deserve it.

Malcolm Pirie

​​​​​Deputy Principal - Primary