By Glenys Fox
Written within the context of modern laws in England and information to colleges, it is a useful instruction manual for studying help assistants and lecturers operating with them. ebook disguise; name; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 exact academic wishes; bankruptcy 2 The function of the educational aid assistant; bankruptcy three Giving aid; bankruptcy four The position of the detailed wishes coordinator in operating with the training aid 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 aiding childrens with emotional and behavioural problems; bankruptcy eight The distinctive 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
I am a teacher. How can I best support the learning support assistant? How can I support the curriculum? LSAs identify the following aspects of their supportive role in respect of the curriculum: • developing a knowledge of the curriculum which the pupils are expected to follow; • becoming familiar with the National Strategies and their implications for the pupils; • developing the skills to adapt subject-based activities to meet the needs of the pupils. Giving support 23 Developing a knowledge of the curriculum All pupils follow the National Curriculum.
Required? Teacher and supporting adult have agreed in which lessons there is a role for the latter Role of the supporting adult has been planned Teacher or supporting adult prepares special materials if necessary To increase pupils’ independence, consideration is given to preparing special lesson materials as well as providing side-by-side support Time is allocated for communication between teacher and supporting supporting adult School managers observe impact of extra adults in classroom on pupils with special needs (Source: Audit Commission/HMI.
Your IEPs might be perfect but unless they are able to be put into practice they remain just pieces of paper. So in your role as SENCO, how can you ensure that assistance is used efficiently, effectively and flexibly to bring the plan to life? The report referred to earlier, Getting the Act Together, provides some answers. Advice to teachers Three action points are recommended to teachers. Teacher and supporting adult have agreed in which lessons there is a role for the latter. You should decide in which lessons the LSA really needs to be giving support to the pupil and in which lessons he or she might usefully be employed elsewhere.