Read e-book online A handbook for learning support assistants: teachers and PDF

By Glenys Fox

ISBN-10: 020386851X

ISBN-13: 9780203868515

ISBN-10: 184312081X

ISBN-13: 9781843120810

Written within the context of modern laws in England and assistance to colleges, this can be a functional instruction manual for studying aid assistants and academics operating with them. ebook disguise; identify; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 targeted academic wishes; bankruptcy 2 The function of the educational aid assistant; bankruptcy three Giving help; bankruptcy four The function of the exact wishes coordinator in operating with the training aid assistant; bankruptcy five The function of the category instructor in operating with the training aid assistant; bankruptcy 6 What distinct wishes will I be supporting?; bankruptcy 7 helping childrens with emotional and behavioural problems; bankruptcy eight The precise wishes of studying aid assistants; a few ultimate reviews

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Extra info for A handbook for learning support assistants: teachers and assistants working together

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Secondly, there are other students who absolutely hate being singled our as being different in any way from the rest of the group. 34 A handbook for learning support assistants CHECKLIST FOR ACTION – MANAGING EXTRA ADULTS IN THE CLASSROOM Action by teachers Action by schools Already Action in place? 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.

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. Using an assistant as a classroom ‘skivvy’ is also unacceptable. They will generally be very pleased to help clear up but clearing up should be recognised as the responsibility of pupils and teachers too. It must be said that these scenarios are the exception rather than the rule, although it is clear from work done with assistants that their view of their roles and responsibilities is not always the same as that of the teacher.

The head teacher has overall responsibility for you and may take an active interest, but usually the role of supervision is delegated to the special needs coordinator or class teacher. There are other professionals whose workbase is outside the school but who come into school regularly to give advice about pupils with special needs and are therefore part of a wider support network. These include educational psychologists, physiotherapists, occupational therapists, speech and language therapists and advisory teachers.

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A handbook for learning support assistants: teachers and assistants working together by Glenys Fox

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