The aim of this course is to raise the awareness of classroom/learning assistants of the wide range of factors that may result in pupils experiencing additional support needs in the curriculum for excellence and to help them identify and support these in an inclusive mainstream setting. The course offers some practical activities that will help classroom/learning assistants to develop confidence in their identification and support of individual pupils’ learning needs.
Section 1 Course Overview
This short section provides a brief overview of the whole course to enable participants to plan their time and prepare for Section 2.
Section 2 Legislation and Implementation
This section introduces the recent legislation and national initiatives relevant to Inclusion, Disability and Special Educational Needs and Additional Support for Learning.
Section 3 Barriers to Learning
This section, in 10 short parts with a short introduction to barriers to learning, explores the impact on learning of:
- autistic spectrum disorders (ASD)
- challenging behaviour
- physical/sensory impairment
- other barriers to learning
- Individualising the curriculum
Each short part also considers some strategies to support these conditions in the classroom. Part 7 concludes with a review of other barriers to learning and considers delivery of the curriculum in an inclusive way – including the use of ICT.
Section 4 Assessment and Observation
This short section explores the role of the teaching/learning assistant in diagnostic testing for:
- Asperger syndrome
- Dyspraxia/Developmental Coordination Disorder
It reviews the importance of classroom observation of barriers to learning to the identification and support of pupils’ additional support needs.
Section 5 Specialised Support
This section reviews the individual support that may be required to meet the additional learning needs of specific groups of children and considers the specialised training required in order to deliver this type of support. Course participants are encouraged to explore this specialised support in the context of their own school and authority.