School Aides and Inclusive Education the Example of Lebanon

In this book, we present research conducted in Lebanon to identify the profile of school support staff assisting students with special educational needs in so-called inclusive schools. First, we clarify our understanding of the inclusive school, the importance of teamwork, and the challenges encountered. Next, we attempt to define the role of this new professional and the various functions expected of them and carried out in their daily practice, in order to determine whether this is a recognized profession in its own right-with a well-established profile that is uniform for all stakeholders (teachers, professionals, parents, school principals, etc.), or rather a "hybrid" profession, lacking a clear identity and still in the process of being defined outside of any established competency framework or job profile. Consequently, our objective is to identify the areas of support covered by the role of these "multi-faceted" professionals.