By Glenys Fox
Written within the context of modern laws in England and tips to colleges, this can be a useful instruction manual for studying help assistants and lecturers operating with them. booklet conceal; identify; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 exact academic wishes; bankruptcy 2 The position of the educational aid assistant; bankruptcy three Giving aid; bankruptcy four The position of the specific wishes coordinator in operating with the training help assistant; bankruptcy five The function of the category instructor in operating with the educational help assistant; bankruptcy 6 What precise wishes will I be supporting?; bankruptcy 7 aiding youngsters with emotional and behavioural problems; bankruptcy eight The certain 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
This is especially true for older children who can clearly say what they would prefer. In secondary schools, students seem to hold one of two views. Firstly, there are those who like nothing better than to have additional support in subjects they find hard and are quite happy for this to be given in a class setting, often preferring that the assistant is seen working with others at times or with small groups. Secondly, there are other students who absolutely hate being singled our as being different in any way from the rest of the group.
In starting to think about learning support, it is important for all adults who work with children to understand the ways in which all children learn. The following principles, put together by Hampshire Inspection and Advisory Support Service (1992) are fundamental statements about learning and are true for all children, whether they are described as having special educational needs or not. WAYS IN WHICH CHILDREN LEARN • Children learn primarily through practical and first-hand experiences. • Children learn through all of their senses (with the rare exceptions of children who have severe sensory impairment).
It is important that the teacher makes clear to the LSA just what the purpose of the learning task is so that alternatives can be considered if necessary. Making clear and realistic requests When asked about issues which prevent effective partnership working, LSAs report that they are sometimes asked to do tasks which they feel they cannot do, either because they are unclear about the task or because they feel they do not have the expertise. As a 38 A handbook for learning support assistants teacher, therefore, do not assume that the LSA has psychic powers but make requests clear, checking that the LSA has understood.