A handbook for learning support assistants: teachers and by Glenys Fox 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 tips to colleges, it is a useful guide for studying help assistants and lecturers operating with them. booklet disguise; name; Copyright; Contents; Acknowledgements; creation; bankruptcy 1 designated academic wishes; bankruptcy 2 The position of the training aid assistant; bankruptcy three Giving help; bankruptcy four The position of the precise wishes coordinator in operating with the training aid 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 assisting young children with emotional and behavioural problems; bankruptcy eight The certain wishes of studying help 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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It is also the responsibility of the teacher to manage and monitor the work of the LSA in the classroom. This can only be done effectively if communication is clear and realistic and if the LSA is not over burdened with responsibilities which clearly belong with the teacher. Valuing the LSA as part of the learning support ‘team’ It is important that the learning support assistant is encouraged to see himself or herself as part of a ‘team’ in supporting pupils with special needs. The class teacher can encourage this perception by valuing the views of the assistant and ensuring that the perspective of the LSA is shared whenever there is a full case discussion about the pupil.

Contributing to reviews Every pupil who has a statement of special educational needs must have are view of their special educational needs, at least annually. This includes a meeting when all concerned with the pupil, both inside the school and outside, can come together, discuss recent reports, inform each other about progress and make plans for meeting the pupil’s needs in the future. Pupils without statements may also nave internal review meetings. Giving support 27 If you have had close contact with the pupil, you may be asked to give a short verbal or written report at the meeting and if you have kept records they will prove useful in giving your report.

You can’t knit • someone to teach you how to knit • you can only knit simple things • someone to give you advanced knitting lessons • you can’t read • someone to teach you how to read • you haven’t got your glasses • bring them next time • you can’t read English • have the pattern translated into German • you only have use of one hand • wait until other hand is better or learn to use a knitting machine • you can’t see the point of knitting this garment • find something you can see the point of knitting • you don’t like the colour • change the colour • you are allergic to wool • choose a synthetic yarn • no-one is available to help you • find someone who can teach and encourage you 42 A handbook for learning support assistants The task would take more time for some of you than for others and you may need specialised teaching or equipment to be successful.

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

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