One outcome of England’s Code of Practice (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs coordinator (SENCO). Semi-structured interviews were conducted with SENCOs and LSAs to explore: (1) why they chose their occupation; (2) how they conceptualise their role; and (3) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.

中文翻译：

---

意识形态影响行动：特殊教育需求协调员和学习支持助理角色概念化和英格兰特殊需求教育的经验

英格兰实践守则（DfE，1994 年）的一个成果是，首先，在主流学校工作的学习支持助理 (LSA) 的数量有所增加，其次，建立了特殊教育需求协调员 (SENCO) 的角色。对 SENCO 和 LSA 进行了半结构化访谈，以探讨：（1）他们选择职业的原因；(2) 他们如何概念化他们的角色；(3) 他们在努力（或不）在学校培养包容性文化时做出的决定。许多 SENCO 寻求该角色是为了提高有特殊教育需求和/或残疾 (SEND) 的学生的受教育程度和生活机会。公平、平等和社会正义等包容性概念是其基本原理的基础。LSA 的理由更务实，通常与该角色如何帮助他们实现进一步的职业抱负有关，或者因为它与个人情况相适应。年轻的参与者认为他们可以通过利用 LSA 的作用来加强他们的教师培训申请，从而获得更多在学校工作的经验，特别是与 SEND 的学生一起工作。已发现 SENCO 和 LSA 在英格兰的作用极为多样化，主要取决于这两个群体所在学校的需求和资源。尤其是有 SEND 的学生。已发现 SENCO 和 LSA 在英格兰的作用极为多样化，主要取决于这两个群体所在学校的需求和资源。尤其是有 SEND 的学生。已发现 SENCO 和 LSA 在英格兰的作用极为多样化，主要取决于这两个群体所在学校的需求和资源。