By Glenys Fox

Written within the context of contemporary laws in England and information to colleges, it is a functional instruction manual for studying aid assistants and lecturers operating with them. publication hide; identify; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 distinct academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving aid; bankruptcy four The position of the specific wishes coordinator in operating with the training help assistant; bankruptcy five The position of the category instructor in operating with the training help assistant; bankruptcy 6 What distinct wishes will I be supporting?; bankruptcy 7 assisting childrens with emotional and behavioural problems; bankruptcy eight The designated wishes of studying aid assistants; a few ultimate reviews

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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.

Ask the head teacher what procedures you need to know of if you are unsure. There will also be ongoing procedural changes. It is unlikely that you will attend all staff meetings (which are normally held outside the LSA contracted hours) so in order to be aware of week-by-week changes, you need to refer to a member of staff, probably the special needs coordinator, who should make you aware of changes, particularly if they affect you. Again, communication is the key factor. 28 A handbook for learning support assistants Attending relevant in-service training or staff meetings When opportunities arise to further your knowledge about learning support or to be involved in meetings about whole-school initiatives, then do try to attend.

This point recognises the importance of allowing the pupil to work independently rather than having an assistant sitting alongside all the time. A ‘beneficial circle’ is described, in which ‘professional time is used to modify resources which enable the pupil to exercise more independence, thus freeing further professional time’. In considering how best to use assistance, it is also of vital importance to consider the views of the child. This is especially true for older children who can clearly say what they would prefer.

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