A handbook for learning support assistants: teachers and by Glenys Fox
By Glenys Fox
Written within the context of modern laws in England and information to colleges, this can be a sensible guide for studying aid assistants and lecturers operating with them. booklet hide; name; Copyright; Contents; Acknowledgements; advent; bankruptcy 1 unique academic wishes; bankruptcy 2 The position of the educational help assistant; bankruptcy three Giving aid; bankruptcy four The function of the exact wishes coordinator in operating with the training help assistant; bankruptcy five The position of the category instructor in operating with the educational aid assistant; bankruptcy 6 What exact wishes will I be supporting?; bankruptcy 7 helping young children with emotional and behavioural problems; bankruptcy eight The unique 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
Your teacher colleagues will support you in doing this. It is important that you give your views in line with the school views about the child’s needs following preparation and discussion of the issues. g. accidents, discipline, bullying, out of school visits, child protection etc. 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.
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. • Life skills will need to be taught.
At times, may be necessary to provide a ‘listening ear’ in order to support the parents and to understand what is going on in the child’s home life. It is necessary to keep a safe distance emotionally when this happens and to beware of getting embroiled in complex family dynamics. It is also necessary to keep confidences which may be shared. The class teacher should be aware of relevant issues and should be able to intervene should things become too ‘heavy’. Sometimes it is very hard for parents to accept that their child has a special need.