The Self-Efficacy of Learning and Support Assistants in the Austrian Inclusive Education Context

Autor/inn/en	Breyer, Caroline; Wilfling, Katharina; Leitenbauer, Christoph; Gasteiger-Klicpera, Barbara
Titel	The Self-Efficacy of Learning and Support Assistants in the Austrian Inclusive Education Context
Quelle	In: European Journal of Special Needs Education, 35 (2020) 4, S.451-465 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breyer, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1706255
Schlagwörter	Foreign Countries; Self Efficacy; Inclusion; Regular and Special Education Relationship; Paraprofessional School Personnel; Students with Disabilities; Age Differences; Employment Qualifications; Knowledge Level; Cooperation; Correlation; Experience; Teamwork; Training; Vocational Education; Apprenticeships; Educational Attainment; Austria + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Age; Difference; Age difference; Altersunterschied; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Wissensbasis; Co-operation; Kooperation; Korrelation; Erfahrung; Ausbildung; Berufsbildung; Apprenticeship; Lehre; Bildungsabschluss; Bildungsgut; Österreich
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01