The Role of Support Staff (Teaching Assistants) working with Child or Young Person with a Visual Impairment
Clarity of roles
The Teaching Assistant (TA) is part of a wider team supporting the pupil’s learning and well- being and it is important to be clear how this role differs to that of the class teacher.
The TA’s support is focused on improving the skills and access of the pupil so that they become increasingly independent as a learner. The TA may be involved in some direct teaching under the guidance of the QTVI, class or subject teacher.
The class or subject teacher is responsible for the overall teaching and learning of the pupil. This includes planning the TA’s role in lessons; ensuring lesson plans are suitably differentiated and are clear about outcomes. The teachers, in liaison with the SENCO, TA and QTVI will:
- Agree when and if the pupil might be withdrawn from a lesson for one to one or small group support including the objectives for such withdrawal;
- Agree whether pre-lesson or post-lesson reinforcement is required;
- Be involved in the evaluation of teaching and learning and the effectiveness of the support provided to the pupil, monitoring progress towards targets and outcomes.
The role of the TA facilitates two main strategies
Access to learning
The emphasis here is on the TA providing the pupil with experiences and resources to provide the most direct route to learning.
Learning to access
The emphasis here is on encouraging the pupil to develop the skills to access the curriculum independently. The TA’s role is to provide opportunities so that the pupil develops the ability and confidence to become an independent learner.
The balance between these two strategies should be planned to shift over time from ‘access to learning’ to ‘learning to access’ so that pupils become increasingly less reliant on adult support as they grow older.
TA support is intended to enable pupils to experience achievement, independence and self-determination. It is not intended to develop an expectation of full-time support and an attitude of ‘learned helplessness’. This means that TAs should not simply support the content of lessons but may also:
- Work outside lessons modifying curriculum materials to enable the pupil to access information in an appropriate format;
- Spend time reinforcing learning and skills with a pupil so that their understanding, visual and communicative development are enhanced.
Main Responsibilities and Duties of the Teaching Assistant
Supporting the Teacher in the planning, delivery and evaluation of lessons
- Work in partnership with the teacher in the planning of lessons including the adaptations, materials and direct support that visually impaired pupils will need to be included and make progress
- Adapting resources and teaching materials as necessary so that the pupil is able to access the lesson and achieve the objectives set for him/her as independently as possible
- Developing skills in the use of specialist formats (e.g. Braille) as appropriate
- Supporting the pupil in participating in class teaching activities, providing support for group work to encourage independence and social interaction
- Using praise, assistance and encouragement to motivate the CYP and help them stay on task
- Support understanding of any follow up tasks set by the teacher
- Oversee practical activities where safety is a consideration e.g. food technology, PE etc.
- Provide feedback to relevant colleagues about CYP progress towards targets, effectiveness of the programme and CYP engagement
Using Technology to Support CYP’s Learning
Support the use of technology and optical aids to promote CYP learning by:
- Checking any equipment is functioning properly and ensuring problems are reported promptly
- Develop skill in the use of specialist equipment including software applications
- Support CYP to use specialist equipment independently
Supporting CYP’s Emotional and Social Development
Support CYP’s social and emotional development by:
- Supporting positive behaviour, giving praise and encouragement to build confidence and self esteem
- Provide support to enable the CYP to have opportunities to participate in all school activities, to make choices and take decisions for themselves
- Encourage CYP to evaluate their own progress and where appropriate take an active part in reviews of progress
- Be observant of how CYP express their feelings and emotions and be able to relate feedback to teacher or SENCO recording any findings accurately
- Encourage other pupils to develop an understanding of the skills and needs of a VI CYP
Additional Roles and Responsibilities
Learning Environment
Ensuring that the classroom is a good learning environment paying particular attention to lighting and layout.
Liaising with Parents
Being a point of contact for parents and able to maintain home/school liaison records.
Continuing Professional Development
Participate in training and other learning activities to develop the competencies to effectively support VI CYP and to ensure knowledge and skills are kept up to date.