By Glenys Fox
Written within the context of contemporary laws in England and suggestions to high schools, this can be a useful instruction manual for studying aid assistants and academics operating with them. ebook hide; identify; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 unique academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving aid; bankruptcy four The position of the targeted wishes coordinator in operating with the educational aid assistant; bankruptcy five The function of the category instructor in operating with the training aid assistant; bankruptcy 6 What distinctive wishes will I be supporting?; bankruptcy 7 assisting youngsters with emotional and behavioural problems; bankruptcy eight The distinct wishes of studying aid assistants; a few ultimate reviews
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Additional info for A handbook for learning support assistants: teachers and assistants working together
Language work is essential. Vocabulary and language use is likely to be poor, so regular activities which broaden vocabulary and increase understanding of language are essential. • Progress in literacy and numeracy be slow. The class teacher and SENCO will help you to understand how best to support children learn to read, spell, write and do maths work. • Confidence building is crucial. Children described as having moderate learning difficulties often have low self-esteem and perceive themselves as failures, so take every opportunity to give praise and build confidence.
How can I support the school? LSAs identify the following aspects of their supportive role within the school: • working as part of the learning support ‘team’; • working with parents; • contributing to reviews; • knowing the school procedures; • attending relevant in-service training or staff meetings; • using particular personal strengths. By working as part of the learning support ‘team’ Within the school this team will consist of the class teacher(s), the learning support assistants and the special needs coordinator, who has a general overview of all pupils in the school who need learning support.
Computer programme for couraging reading, a sloping desk surface to aid writing position, etc. g. g. in small groups or whole-class work; • how much the child is encouraged or discouraged by the children around him or her; • how much encouragement the child needs from the teacher and the assistant. As teachers and assistants we must always be ready to change or the task so that the child can learn. This is often done ‘on the hoof’ but can be discussed when reviewing the IEp, and remember: • realistic objectives should be set – be clear about the capabilities of the child and don’t expect too much, or too little!