Included studies

	Study	Select
IT19908	Bowers, T. (1997) Supporting special seeds in the mainstream classroom: Children's perceptions of the adult role	Select
IT23225	Chambers, G. N. and Pearson, S. (2004) Supported access to modern foreign language lessons	Select
IT19958	Ebersold, S. (2003) Inclusion and mainstream education: An equal cooperation system	Select
IT19909	Farrell, Peter; Balshaw, Maggie and Polat, Filiz (1999) The management, role and training of learning support assistants	Select
IT19803	Golze, Sharon (2002) Perceptions of support staff: how they see themselves and how others see them	Select
IT20048	Hemmingsson, Helena; Borell, Lena and Gustavsson, Anders (2003) Participation in School: School Assistants Creating Opportunities and Obstacles for Pupils with Disabilities	Select
IT19282	Jarvis, Joy (2003) 'It's more peaceful without any support': What do deaf pupils think about the support they receive in mainstream schools?	Select
IT20052	Jerwood, Leigh (1999) Using special needs assistants effectively	Select
IT19980	Kerry Carolle, A. (2002) Support staff as mentors: a case study of innovation	Select
IT28053	MENCAP (1999) On a wing and a prayer: Inclusion and children with severe learning disabilities	Select
IT19881	Moran, Anne and Abbott, Lesley (2002) Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland	Select
IT19930	Mortimore, Peter; Mortimore, Jo and Thomas, Hywel (1994) Secondary School Case Studies	Select
IT19918	Neill, S.R.St.J. (2002) Teaching assistants: a survey analysed for the National Union of Teachers by the Teacher Research and Development Unit, Institute of Education, University of Warwick	Select
IT20000	O'Brien, T. and Garner, P. (2001) Untold Stories: Learning Support Assistants and Their Work	Select
IT25921	Roaf, Caroline	Select
IT19926	Shaw, Linda (2001) Learning Supporters and Inclusion: Roles, Rewards, Concerns, Challenges	Select
IT20015	Vulliamy, G. and Webb, R. (2003) Supporting disaffected pupils: perspectives from the pupils, their parents and their teachers	Select