Inclusive Practice for Learning Support Assistants: Practical Tips and Reflections from the LSA Perspective

by Zoe Hosier

Overview

Inclusive Practice for Learning Support Assistants explores the role of the LSA and, drawing from first-hand interviews, sheds light on a variety of LSA experiences and perspectives, detailing the (often hidden) aspects of their work to support the learning of special educational needs and neurodivergent students. Covering key areas including wellbeing support, challenging behaviour and student independence, chapters:

• Provide LSAs with practical tips and reflective insights to improve their work supporting children and young people in schools
• Explore dialogic education and assistive technologies, with muchneeded reflection opportunities
• Include guidance on working with students one to one as well as in small groups
• Offer advice on how LSAs and teachers can foster strong working relationships in class

This informative and accessible guide will give both new starter and more experienced LSAs a strong and holistic understanding of the role, inclusive practice and where they can really make a difference for their students. It will be valuable reading for LSAs, as well as the teachers and SENCOs who work closely with them.

Product Details

ISBN-13:	9781032769677
Publisher:	Taylor & Francis
Publication date:	07/30/2025
Pages:	206
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

Zoe Hosier currently works as a learning support assistant in the sixth form college sector, where she runs group study skills workshops and supports SEND students to access their learning. She studied education at Homerton College, and her research interests currently include grounded practitioner knowledge and the LSA contribution to educational inclusion.

Table of Contents

Acknowledgements

Introduction

 

Chapter 1: Defining the LSA: what the LSA is (and isn’t)

Chapter 2: The LSA and wellbeing support

Chapter 3: Strong teacher-LSA working patterns

Chapter 4: Responding to challenging behaviour as an LSA

Chapter 5: Knowing when to take a step back: supporting student independence as an LSA

Chapter 6: The dialogic LSA

Chapter 7: Assistive technologies for LSAs

Chapter 8: Looking to the future: re-defining the LSA?

Conclusion

 

Index

Editorial Reviews

"This book, written by LSAs for LSAs, is a new must-read. Zoe acknowledges that the role of the LSA is often poorly understood but uses each chapter to unpack and unpick that role and empower both new and experienced LSAs to be their most effective and reflective. The book explores key cornerstones of practice for LSAs including fundamental but often overlooked aspects of developing positive relationships with colleagues and students.  It acknowledges and discusses the sometimes overwhelming early days in role when LSAs are flooded with training and information, and provides top tips and anecdotes on how to manage this proactively.  The book is written with clarity, does not shy away from trickier areas of inclusive practice, and is a must-read for anyone working in a primary or secondary classroom." - Lucy Bullen-Smith, SENDCo, University of Cambridge Primary School

From the Publisher