By Glenys Fox
Written within the context of modern laws in England and information to high schools, it is a sensible guide for studying aid assistants and academics operating with them. e-book hide; name; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 specific academic wishes; bankruptcy 2 The position of the training help assistant; bankruptcy three Giving help; bankruptcy four The position of the unique 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 assisting young children 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
The role of the class teacher in working with the learning support assistant 39 Dogsbody This is when the assistant is used by the teacher in away which is perceived as unfair. There have been occasions when teachers have used assistants to escort disruptive pupils from the classroom and ‘mind’ them for some time. This may very occasionally be appropriate, if this has been negotiated beforehand or if the assistant is employed to work with a particular pupil who is disruptive but it is a problem raised by a number of assistants.
The learning objectives and the best route. This will mean developing an awareness of the learning style of the pupil – whether they learn best through visual, auditory or tactile cues, or a combination. And just as the time of day the journey is taken might affect the route and the time it takes, so for a learning programme the supporting adult should be sensitive to the best time of day for effective intervention. g. a learning support assistant implementing a speech and language programme will probably find the child more receptive to a short session early on in the school day.
To quote from the handbook: It is not uncommon for a supporting adult to sit through a lesson with virtually no useful role because the style of the lesson precludes working with individual pupils. Examples of this are class discussions and use of audio-visual resources. The role of the special needs coordinator in working with the learning support 33 With a degree of planning, the supporting adult need not spend the whole time in the lesson. An instance is described in which a supporting adult for a child with visual impairment was not in the classroom, but usefully preparing Braille worksheets elsewhere, once it had been checked that the pupil could manage in this lesson without support – and this was a practical science lesson in which assistance might be assumed to be vital!