Mandatory - The Role of the LSP · 2019. 3. 24. · 24/03/2019 2 Role of the LSP • Have a supportive relationship with the pupil/student • Ensure acceptance and inclusion of the

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The Role of the LSP

Mandatory Unit

Skills for LSP Level 2 Award

Learning Outcome 1

Define the role of a Learning Support

Practitioner within the school or

college

Assessment Criteria 1.1

Define the role of the LSP within the wider school/college setting

The Over-Arching Role of the LSP is:

To assist in the support and inclusion of

students with special educational needs

within the school or college.

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Role of the LSP

• Have a supportive relationship with the pupil/student

• Ensure acceptance and inclusion of the pupil/student in the classroom

• Manage pupil/student as advised by the SENDCo or Learning Support Manager, and the class teacher

• Use methods of promoting/reinforcing self esteem

• Ensure the safety of the pupil/student while in your care

• Carry out any specific learning task and support of learning, as instructed by teacher/lecturer

How can an LSP work EFFECTIVELY?

• Develop a knowledge of a range of learning support

needs relevant to the school or college

• Develop an understanding of the specific needs of

students or pupils to be supported

• Help the pupils or students to learn as effectively as

possible both in group situations and individually,

inside and outside of the classroom.

How to support

1. Clarifying and explaining instructions

2. Ensuring the pupil or student is able to

use necessary equipment

3. Motivating and encouraging the pupil or

student

4. Assisting in areas of specific weakness,

such as speech and language or writing

tasks

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How to support

5. Helping pupil or student to concentrate on and finish work set

6. Attending to pupil or students’ personal and health needs

7. Developing appropriate resources to support the pupil or student

8. Assisting in the management of pupil or students social interactions and behaviour

Task

Outline 5 jobs that are the responsibility

of the Learning Support Practitioner /

Teaching Assistant and write up in the

workbook

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Assessment Criteria 1.2

Describe ways to ensure that appropriate boundaries

are set between staff and students

Sometimes conflict can occur

between Support Staff and Lecturers – why?

Staff responsibilities:

• Manage situations:

• Emergencies

• Disciplinary situations

• Role model:• Safeguarding students

• Human face of the school or college

• Professional interaction

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Setting Boundaries - personal

Resist crossing personal

boundaries

Be clear about your own

role

What are the consequences of crossing personal

boundaries with your students?

Students with complex needs should be

supported for these complex needs away from

the classroom environment, help students

identify who the right person would be to help

them with personal problems

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• Help your students to

avoid mixing up feelings

of friendship with good

teacher/student rapport.

• Keep confidences.

• Recognise inappropriate

attachments.

• Role model.

• Be clear about your own

role, keep to the

boundaries.

Which roles are being played here?

1. You to student:

What did you get up to last night?

2. You to student:

I really don’t like Claire, she’s a right pain in the

@#+* and getting on my nerves today

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Which roles are being played here?

3. Student to you:

I hate that @+**%$# idiot, don’t you?

You reply:

Of course I don’t hate her, she’s doing really well

Task for 1.2

Describe 2 ways to maintain appropriate

boundaries with students.

State 2 actions that are inappropriate and give reasons why.

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Assessment Criteria 2.1 and 2.2

2.1 Describe 5 reasons why a learner may have

an Education, Health and Care Plan (EHCP)

2.2 Describe 3 Additional Learning Support

needs of a learner with an EHC Plan

Education Health Care Plans

The Education, Health and Care Plan (EHCP) running from birth to age 25 years for children

with special educational needs.

Person centred with more engagement and involvement from parents, carers, children and young people in the process

Co-ordinated assessment process across education, health and care services

The legislation applies equally to all schools and colleges including academies and free schools.

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EHCP - Reasons why

Educational (Cognition and Learning)

Eg To be able to reach potential in a supportive and

specialist environment that can meet all of her/his

special educational needs’

Speech, Language and Communication

eg To achieve better communication skills, make friends

etc

Educational (Cognition and Learning)

• Level of interest in learning

activities

• Learning style

• Ability to access the curriculum

• Ability to engage in tasks

• Attention and listening skills

• Stimulus processing abilities

• Ability to focus when more than

one modality is working together

– e.g.

• Auditory and visual

• Literacy skills – spelling, writing

• Reading and comprehension

• Retaining and interpreting

information

• Numerical ability

• Construction skills

• Shape matching

• Sequencing

• Problem solving ability

• Quantitative reasoning

• Phonological memory

• Short term and working memory

• Any dyspraxic element impairing

the child’s ability to write

• Awareness of orientation

Speech, Language and

Communication• Communication with adults

and peers

• Ability to follow verbal instructions

• Use of language or other communication methods

• Use of expressive and functional language

• Understanding of language

• Initiation of verbal communication

• Use of greetings Echolalia (repeating sounds or words)

• Awareness of other children

• Language processing at a verbal and auditory level

• Sentence structure

• Ability to express oneself

• Understanding of language

• Use of signs to communicate

• Details of any techniques which support understanding

• Receptive and expressive language skills

• Social communication

• Social interaction and social understanding

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EHCP - Reasons why

Self Help and Independence

e.g. gain the explicit teaching of executive functioning skills and support in meeting the typical demands of daily living in relation to diagnosis

Social, Emotional and Behaviourale.g. To have improved self-esteem, confidence and emotional health and to have better developed coping mechanisms

Self Help and Independence

• Self-care skills

• Toileting

• Dressing

• Feeding

• Washing

• Grooming

• Awareness of danger or

keeping safe

• Functional skills

required in everyday life

• Personal independence

• Social responsibility

Social, Emotional and Behavioural

• Eye contact

• Interaction skills

• Awareness of other

children’s needs

• Relationship to peers

and adults

• Challenging behaviour

• Play skills

• Ability to cope with

change

• Friendships

• Physical aggression

• Stereotyped behaviours

• Social interaction skills

• Self-esteem

• Mental health

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EHCP - Reasons why

Physical, Sensory and Medical

e.g. To develop skills in body awareness and co-

ordination

Placement

e.g. to say which school the parents would like

the child to attend

EHCP - Reasons why

Home to school transport

e.g. requirements of local authority

Referral to the Occupational Therapy Service

e.g. medical advice or other advices received

Task 2.1

Choose 5 from the selection of ‘reasons’

for an EHCP and write them up in the

workbook

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Task 2.2

Choose 3 from the selection of ‘additional

learning support needs’ and write them up

in the workbook

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Learning Outcome 3

Understand the barriers to learning for

learners with additional support needs

Give your understanding of the barriers to

learning faced by a learner with the stated

condition or disability

• Choose three conditions or disabilities

• Give an example of what is the barrier to

learning

• NB you can use environment/layout,

confidence, learning needs.

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Behaviours

Calling out in class

inappropriately

• Silent questioning

• Use a whiteboard

• Create a blurt book

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Missed classes?

• Keep notes if missing from class

• Contact by email or letter (avoid phone calls

as this puts them on the spot)

• Ensure catch up time is made available

• Organise study-buddy or similar

Dyslexia support

Make hand outs/ lesson notes readily

available

• Clear and uncluttered: Bullet Points,

diagrams

• Use colour : Avoid black on white, print

on coloured paper, use colour

throughout

• Font size, type: Un fussy

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Senses

The 7 Senses are:1. Tactile Sensory System– sense

of touch2. Visual System— sense of sight

3. Auditory System—sense of hearing

4. Gustatory System—sense of taste

5. Olfactory System—sense of smell

6. Vestibular System– sense of balance

7. Proprioception System– sense of body position

It is important to consider all 7 senses especially when working with

people with Autism.

Learning Outcome 3.2

Describe strategies an LSP can use to support a

learner with additional support needs

Now say

• what support you would provide and

• why it will be effective

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Learning Outcome 4

Understand the triggers and long term

causes of challenging behaviour in the

classroom

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Learning Outcome 4

4.1 Describe at least 3 long term causes and

short term triggers of challenging behaviour

which inhibit learning

4.2 Describe a range of strategies which an LSP

can use to reduce those causes and triggers

Long Term Causes

Lack of

confidence

and self

worth

Cognitive

ability

Poor social

skills

Emotional

difficulties

Poor

communication

skills

Family

relationships

Physiological ie

being

malnourished

Psychological

ie attention

deficit disorder

Neighbourhood

Short Term Triggers

Boredom

Lack of skills

to complete a

specific task

Perceptions of

injustice

Not being

listened to

Failure to

understand

an instruction

Having personal

possessions taken

or destroyed

Being shouted at Tiredness Being bullied

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Things that help: Clarity

• Stick to the facts, not opinions

• Use constructive criticism and problem-

solving phrases

• Tell students what they should be doing

• Remind

• Ignore attention-seeking

Signs of problems with learning

• Impulsive actions

• Inability to concentrate

• Fidgeting noisily

• Calling out for help constantly

• Sighing

• Swearing

• Head on the table

Check your own approaches

• Encourage a problem-solving approach with

the student rather than a judgmental one

• Be assertive in all dealings with the student,

avoiding sarcasm and anger

• Before reprimanding, sort out the ‘I won’t’

from the ‘I can’t’

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Environment

• Distractions

• Obstacles

• Noises

• Room layout

Prevention

• Look for the signs of boredom

• Do not focus attention on the

negative behaviour

• A quiet word is better than a loud

one

Cause/trigger

Boredom

Scenario 1

The lesson is going on for a long time and the learner may have either finished their

work or they are now distracted because of their boredom and would rather not do

any more of their work.

They now start to talk to others, distracting them, and generally trying to make

their own entertainment.

Scenario 1 How could this behaviour be reduced?

Break lessons into small activities, particularly changing pace and using different activities to make learning

more interesting. When you see boredom setting in, give a small task or ask questions/recap.

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Next steps

• Email your work to:

[email protected]

• Send your signed plagiarism contract and registration form to:

11 Willow Road

Redhill

Surrey RH1 6LN

Congratulations!