Abstract
High school Support Teachers (Learning Difficulties) (STLDs) have a strategic role in enhancing outcomes for students with learning difficulties. This paper will explore the ways in which STLDs work. Firstly, this paper will discuss the four main ways in which STLDs may work, which combination of these ways is considered as best practice from the research literature and which ways of working are suggested in NSW government policy and support documents. It has been suggested by several research studies that some STLDs in NSW do not work in ways that are consistent with best practice and policy. There may be many reasons for this, however, this paper explores the possibility that particular school factors influence the work of STLDs. Each school factor is described and its possible influence on the way STLDs work is illustrated. This paper concludes with possibilities for modifying school factors where these factors may be negatively affecting the way in which a STLD works. Ultimately, the improved effectiveness of a STLD will impact on the education of students with learning difficulties.
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