By Glenys Fox
Written within the context of modern laws in England and information to high schools, this can be a useful instruction manual for studying aid assistants and lecturers operating with them. booklet disguise; identify; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 specific academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving aid; bankruptcy four The function of the targeted wishes coordinator in operating with the training aid assistant; bankruptcy five The position of the category instructor in operating with the educational help assistant; bankruptcy 6 What specific wishes will I be supporting?; bankruptcy 7 assisting childrens with emotional and behavioural problems; bankruptcy eight The distinctive wishes of studying help assistants; a few ultimate reviews
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Imagine too that you are in a group who all have the same task, which is to knit, say, a cardigan pocket in one hour. What would be your reaction to the task? I would predict that a very small minority of you could do this; for the rest, perhaps some would try as best they could, managing a few rows or more. g. • you can’t knit; • you can knit but only follow simple patterns; • you can’t read; • you haven’t got your glasses so can’t read the instructions; • you are German and the pattern is written in English; • you have broken your arm so have only the use of one hand; • you can’t see the point of knitting this particular garment; • you don’t like the colour; • you are allergic to wool next to the skin; • no-one is available to help you when you are stuck and to encourage your feeble efforts.
These meetings should be on at least a weekly basis and, in some cases, on a daily basis. If, as SENCO, you feel that not enough or even no time is allocated for this purpose, then it is clearly an issue which you should be addressing with the head teacher and with the other members of staff in your school. How can this planning time be used effectively? 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.
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. • Life skills will need to be taught.
A handbook for learning support assistants: teachers and assistants working together by Glenys Fox