A handbook for learning support assistants: teachers and by Glenys Fox

By Glenys Fox

Written within the context of modern laws in England and counsel to colleges, this can be a useful instruction manual for studying help assistants and lecturers operating with them. booklet hide; name; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 targeted academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving aid; bankruptcy four The position of the particular wishes coordinator in operating with the educational aid assistant; bankruptcy five The position of the category instructor in operating with the training help assistant; bankruptcy 6 What exact wishes will I be supporting?; bankruptcy 7 helping kids with emotional and behavioural problems; bankruptcy eight The designated wishes of studying help assistants; a few ultimate reviews

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Additional info for A handbook for learning support assistants: teachers and assistants working together

Sample text

It is also extremely valuable to evaluate what you are doing with the pupil. This means ‘taking a step back’ periodically, say every half term, or even more frequently, and asking yourself just how effective your work with the pupil has been and whether the targets or goals set have been achieved. If not, or only partially, it would be worth discussing alternative approaches with the class teacher in order to see if this makes a difference. But do remember that many children who need learning support often learn only slowly and so realistic expectations are clearly needed.

Planning does take some time commitment by the class teacher but you will be better able to support him or her if you are both clear about what you are both doing. ’ Giving support 21 Working in partnership can be a problem, particularly for LSAs who work in secondary schools who will have to work with a number of different teachers. Some staff may have subject specialisms and it may be sometimes necessary for you to ensure that a member of staff understands the way in which you can assist a pupil in a given situation and the limitations of that pupil.

For many SENCOs, a significant part of their role now involves managing and advising a team of learning support assistants and helping them to work in partnership with teaching staff. How can SENCOs make best use of learning support assistance? When SENCOs are asked what is good practice in working with learning support assistants, they identify the following guidelines as important. SENCOs should ensure that assistants are: • clear about roles and responsibilities; • valued as part of the learning support team; • given regular opportunities for planning with teacher colleagues; • clear about learning objectives; • clear about the learning and emotional implications of the child’s special need; • deployed efficiently, effectively and flexibly; • given opportunities for training and development.

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