By Glenys Fox
Written within the context of modern laws in England and counsel to colleges, it is a sensible guide for studying help assistants and academics operating with them. publication conceal; name; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 exact academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving help; bankruptcy four The function of the distinctive 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 detailed wishes will I be supporting?; bankruptcy 7 aiding young ones with emotional and behavioural problems; bankruptcy eight The distinctive wishes of studying help assistants; a few ultimate reviews
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Additional resources for A handbook for learning support assistants: teachers and assistants working together
It is important that the teacher makes clear to the LSA just what the purpose of the learning task is so that alternatives can be considered if necessary. Making clear and realistic requests When asked about issues which prevent effective partnership working, LSAs report that they are sometimes asked to do tasks which they feel they cannot do, either because they are unclear about the task or because they feel they do not have the expertise. As a 38 A handbook for learning support assistants teacher, therefore, do not assume that the LSA has psychic powers but make requests clear, checking that the LSA has understood.
The IEP forms a sound base for discussion. As SENCO you will need to give some thought to whether it is better to meet with individual LSAs or teachers to discuss individual cases or whether small groups can gain from each other’s experience – there is probably a place for both ways of working, depending on the child’s needs. There is one particular principle to be recommended when reviewing the arrangements for each child and evaluating effectiveness – ‘If it works, do more of it. ’ You need to set clear, achievable objectives involving the child and the LSA in this process if possible.
Giving you the opportunity to be involved in planning and decisionmaking will encourage your own ideas and creativity and you will feel more positive about your role in the school. This depends largely on the attitudes of other members of staff, some of whom may find partnership-working too threatening and are thus unable to treat you as having a different but equal contribution to make. More usually, however, it is because staff are too busy to step back from their daily work and plan ahead with you.
A handbook for learning support assistants: teachers and assistants working together by Glenys Fox