TDA 2.5 2.2 Describe the roles of external professionals who may work with a school Educational psychologist – These support the SENCO as they assess and observe SEN pupils to see if they require additional support, or liaise with parents to work on the individual’s needs. Specialist Teachers – These come into the school to support pupils with a range of needs. These could be in; behaviour support, social and communication needs or cases of autism. They may also be bi-lingual support for those who have English as a second language. Education Welfare Officer(EWO) – These work for the LEA and work with the Head Teacher to monitor pupil attendance and deal with absenteeism.
So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision. Specific learning needs can be identified and then addressed by the teacher, for example different coloured handouts for a dyslexic student, or by student support, for example a sign language interpretor in the class for a deaf learner. Prior to my lessons, I speak to the students' course tutor about any student individual needs that I need to be aware of and whether my chosen resources are appropriate for the students that I will be teaching. Prior knowledge and skills can be built upon with the ILP, which can help target areas for extra learning, such as specific or embedded numeracy skills, and develop areas of strength for the student, for example knowledge of local and government policy within Health and Social Care. Reece & Walker (2006) state that a focus on retention rates is increasing, so identifying the needs of learners prior to a course beginning will help the college to assess which students are likely to be able to complete the course.
Formal IA may be application forms, references and other relevant documentation. Informal IA could usually be a discussion or conversation between teacher & learner. When the teacher has the knowledge and details about the learner, referrals to specialist support areas can be processed if required. Information about the learner’s personality along with any diagnosed conditions for example, ADHD and Autism should also be picked up at the IA stage. Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme.
If you are not part of the planning you can still speak to the teacher about what will be happening and offer ideas and suggestions of your own. 1.1 continued Role of teacher Role of teaching assistant • To be responsible for planning and preparing to the National or Early Years Curriculum • To plan and prepare work alongside the teacher • To teach pupils according to their educational needs • To support learning activities • To access, record and report on the development, progress and attainment of pupils • To assess/evaluate children’s work as directed by the teacher • To take responsibility for all other adults within
I gave the families a chance to give input on the child’s development plans and how well they felt the child’s welfare could be improved. During meetings with the families I gave the child the opportunity to introduce self and the family. I also gave the child the opportunity to participate in discussing and making choices about their own learning outcomes. 1.1.B. Now think of another situation when you were able to treat children, young people, their families and their carers as equals.
M- TDA 2.6 Unit 3.3 Describe own roles and responsibilities and those of others in the team. Roles and responsibilities as a Teaching Assistant in a Primary School. *Teaching Assistant= TA *Special Educational Needs= SEN TAs have an essential role to play in the smooth and effective running of a school. They are an extra pair of eyes, ears and hands for the teacher and gives support to the structure of the school.The main responsibilities are- Working alongside with teacher to plan work and activities. Helping to organise the learning environment and supporting the introduction of new activities.
Unit 2 3.5 Explain when and how to refer other adults to further sources of information, advice or support. If any other adults in our school, such as parents or staff, asked me for advice or support regarding a child, my first point of contact would be our SENCO (special education needs co-ordinator) leader. At my school the SENCO leader has a lot of experience so would know exactly where to send them for the specific help they needed. She is responsible for the day to day running of the schools SEN policy. A SENCO is also the person who laisses with the parents, teachers and any other professionals involved with the child.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. 6.
For example it provides special education teachers and those the different assistive technologies preparing to become one. It also provides a list that are available for special need students. of professional course developments and IEP tools. Council for Exceptional Children http://www.cec.sped.org Council for Exceptional Children This website works to improve the success that http://www.cec.sped.org special needs students have in education. It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator.