Learning Support Assistant Research Paper

Teaching Assistants work in Primary, Secondary and Special Needs Schools. Individual duties and responsibilities can vary greatly but will be outlined in their job description. A TAs role is to support – this can be in a classroom situation, with groups or individual pupils

An Educational Assistant Interview” is an excerpt from an interview conducted with a Special Needs Educational Assistant that had graduated from MacEwan University. The educational assistant has been working in the school system for approximately 10 years. The educational assistant had worked with children with many behavioural issues and learning disabilities. The educational assistant chose this career because it was a rewarding choice.

| The support staff responsibilities are to support the school so it’s running smoothly by helping pupils progress their learning and welfare, making sure the school is clean safe and tidy, have knowledge and resources to support learning and teaching.

Liaising with external agencies including the LEA’s support and educational psychology services, the Connexions PA (secondary schools), health and social services and voluntary bodies.

1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

In mainstream primary schools the key responsibilities of SENCO has evolved as they now need to include overseeing the day to day operation of the schools policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers, managing learning support assistants, overseeing the records of all children with SEN, liaising with parents, contributing to the in-service training of staff, liaising with external agencies including LEA’s support and educational psychology services, health and social services and voluntary bodies (Cheminais 2005).

A learning support assistant assists the teacher in the delivery of the learning, they are also in charge of assessing pupils or groups they are working with. This is then fed back to the teacher to inform the next steps. Al earning support assistant may have responsibility for putting in place learning activities to meet the

The teaching assistant needs to be actively involved in the contribution for the planning, delivering and reviewing of learning activities. By contributing new ideas regarding to planning in meetings with the teacher and support staff will be encouraged. For a short term planning the teaching assistants may hold informal discussions on the activities. They should have a clear understanding of the learning objectives for each activity that is performed and know what they should be doing to help the children achieve this. The teaching assistant will be actively involved in delivering learning activities in the classroom which leads in setting up the class before the lesson takes place with the correct materials. Sometimes, some children needs

Assisting the student with lunch time by helping them open their lunch boxes, cleaning up their desk, etc. Furthermore, their role is to monitor the student and their needs and report them back to the teacher, so the teacher can decide how to modify or change assignments to best suit the student according to Agcas. (2017, March). Special educational needs teacher. Being a special needs educational assistant is very rewarding because you spend so much one on one time with that

1.1 I work as a Special Education Needs Teacher Assistant (SEN TA) in a year two classroom in a primary school; it is a small school with one class of around thirty children for each year, ranging from reception to year 6. In year two I work with aged 6-7 year old children, one teacher and a teacher assistant.

When first coming to Simpson, I knew there were multiple helpful resources, but I did not realize how many I would actually use. Resources such as, student support services, the writing center, supplemental instruction sessions, counseling, and financial aid have all assisted me to excel in my educational experiences. Student support services has been a great resource to me. I have used them to discuss what I want to do when I graduate, what classes to take for my intended degree, and used their resource of free printing for my science classes that require lots of printed documents. I enjoy knowing that no matter what I am struggling with, I have student support services by my side to get me on track or where I need to go for assistance. The student support services office is a welcoming environment that makes me feel special because most of the employees know me by name and always begin a conversation with me when I enter.

I was advised that there is a great need for the position of PEER Instructional Assistant.I am DREAMer This means I recently got the privileged to work. At this moment I'm A sophomore at Phoenix College; with a major in nursing.

The teaching assistant can offer support to their colleagues by being open and honest with them, this includes being open and honest about their ability to provide support when they either do not have the time or skills to do so. The teaching assistant should also keep their colleagues up to date with their work schedule that may affect the support they can offer. They should address any issues they may have with other work colleagues in a constructive manner and try to resolve these issues by their own actions. Any issues that cannot be resolved should be reported to someone who does have the authority and capability to resolve them. The teaching assistant could either be working with teachers, other teaching assistants, other adults working

A requires continuous support from his one-to-one learning support assistant (LSA) which school X have employed. This support is essential for all daily routines and activities within the school environment in order to overcome any potential barriers which may have an impact on the child’s learning. A needs to be closely monitored and supported throughout his day due to suffering fatigue and energy conservation which affects his gross motor skills and safety. He has difficulties with his mobility (walking), body position, balance, lacks head control and tires easily. He also experiences problems with cognition and learning, communication and interaction, social, emotional and mental health needs and sensory need. Without this daily support, he is at risk of having a serious accidents which could hospitalise him because he is not strong enough to support himself. (THEORY POOR GROSS MOTOR SKILLS)