The self-efficacy of learning and support assistants in the Austrian inclusive education context

Abstract

In inclusive education, learning and support assistants (LSAs) play an increasingly prominent role in supporting students with disabilities in regular classrooms. Previous research has identified various factors that influence the implementation of inclusive education, such as collaboration and the self-efficacy beliefs amongst the involved professions. The present cross-sectional study examined the self-efficacy beliefs of 89 Styrian LSAs in interaction with their age, qualification, specialist knowledge and quality of collaboration with teachers. Our findings reveal that Styrian LSAs show a high amount of self-efficacy beliefs. Correlations confirm that their age, knowledge about special education, assessment of feeling qualified based on completed training and the estimated quality of teacher collaboration relate significantly to their self-efficacy beliefs. Further analyses demonstrate that respondents who had completed a degree in social work have the highest sense of self-efficacy and are thus feel best qualified for supporting children with disabilities due to their previous training. In line with earlier research, these findings strengthen the claim for LSAs to receive training that would impact their self-efficacy beliefs, which, in the long run, could increase the likelihood of inclusive educational practices being successfully implemented.

Concept of knowledge boxes – a tool for professional development for learning and support assistants

“…The respondents are asked to give specific feedback concerning the content of the knowledge boxes and how use of the latter influenced daily work practice. The questionnaires also include standardised scales, such as 'Teachers selfefficacy in inclusive education' (adapted version by Breyer et al, 2019), the 'My Thinking About Inclusion' scale from Miesera and Weidenhiller (2018), the 'Questionnaire on Teamwork (FAT)' by Kauffeld (2004), and the scales relating to 'Experiences with new media' by Paechter et al (2007). Several studies have shown that all these factors have a major impact on the support given to the assisted child (e.g.…”

“…Several studies have shown that all these factors have a major impact on the support given to the assisted child (e.g. Bacher et al, 2007; Carter et al, 2009; Breyer et al, 2019; Webster et al, 2010).…”

Vocational Education at Special School in North Sumatra

“…Those matters are parallel with the opinion of Dasel &Marcus (2019) that vocational education prepares students to have skills, entrepreneurship, and career skills in certain fields following the special student's maturity. This opinion is reinforced by the results of Breyer et al (2020). The study states that vocational skills training is given in school, can be qualified in supporting people with disabilities to obtain employment, of course, this also answers the problem raised by Yusof (2014), who discover that the placement of work of people with disabilities is not suitable with the vocational skills that they receive in school.…”

“…Vocational education is either way intended to increase self-reliance, especially in conducting economic activities for special students (Wiratman et al, 2018). A study at Styrian LSA Austria states that vocational skills training provided during school years could be satisfied in supporting people with disabilities to obtain employment (Breyer et al, 2020). The advantages of vocational education for exceptional children are the result of the transition from the educational process to independent and worker life, by assignment, access, arrangement, teaching requests, attitudes, and teacher readiness, along with speculation about the school reform impact and government legislation (Evers, 1996).…”

Teacher collaboration: Significant influence on self-efficacy of secondary school teachers

“…With support and cooperation among the teachers, their responsibility to provide education and guidance to students can further progress with a better quality. In 2020, Breyer et al [24] also indicated that the teacher collaboration has a positive relationship with the teacher's self-efficacy. Besides that, study findings by Liu, Bellibaş, and Gümüş [25] also supported the study results obtained by Breyer et al [24].…”