Challenging, but Rewarding
Here at Five Education we really value the work of TAs and LSAs supporting in SEND. The role can be extremely challenging, but at the same time very rewarding. Supporting in SEND / additional needs can often make a huge difference to the young people you work with.
You might have experience already within SEND or studied in this area. We also know that personality goes a long way and some of the best TAs/LSAs are graduates with less experience or from other backgrounds, such as sports. Working as an SEND TA/LSA or HLTA (higher level teaching assistant) is a career in itself. It also a great way to gain experience if you are looking for a career as a teacher.
Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.
Many children and young people will have SEN of some kind at some time during their education. Early years providers (for example, nurseries or childminders), mainstream schools, colleges and other organisations can help most children and young people succeed with some changes to their practice or additional support. But some children and young people will need extra help for some or all of their time in education and training.
Children and young people with SEN may need extra help because of a range of needs. The 0-25 SEND Code of Practice set out four areas of SEN:
Communicating & interacting
For example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others
Cognition & learning
For example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy
Social, emotional & mental health difficulties (SEMH)
For example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing
Sensory and/or physical needs
For example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment
Many children and young people who have SEN may also have a disability. A disability is described in law as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.
Park St, Bristol BS1 5HX, UK
0117 422 6167 (7am-6pm)
07766 827 288 (24-hour)
Park House, 10 Park Street
Bristol BS1 5HX
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