Inclusive Education for All #19
1 June by Chris Barnes, Inclusive Education Officer, Down Syndrome International
Learning Support Assistants (LSAs) and individual teaching supports are the angels on the shoulders of children with intellectual disabilities in schools…and many, many ‘neuro-typical’ children too!
Their importance cannot be over-estimated and should not be under-valued. The LSA has a crucial role in helping to ensure a positive experience for the learner. The LSA will almost certainly spend more time with the learner than anyone else throughout the day; they will often get to know the learner far more intimately than the teacher, or even the other children; and will most probably be the key point of contact for the family over the course of the year(s). In essence, an effective and compassionate LSA can become part of a child’s extended family.
It cannot be overstated what impact an LSA can have on the life of a learner with an intellectual disability.
Out of every stakeholder in the education hierarchy, the LSA can have the biggest influence, second only to parent at home.
Through my discussions, interviews, and personal experience, LSAs frequently feel undervalued, under-appreciated and un-included in the classroom. Many LSAs are left out of discussions regarding the learner’s progress or plans for activities, with meeting outcomes often poorly relayed. Their knowledge and knowhow, regarding the individual learner is often un-used, with teachers preferring to ‘do it themselves’ (and then complain about having no time for anything!) While it is, of course, the teacher’s duty and responsibility – not to mention their qualification(s) – to lead the way, an LSA gains invaluable practical, case-sensitive skills in working with the child so frequently.
Many LSAs are not in the job for the money; they care for children as if they are their own and are often very keen to take on roles and responsibilities to improve the education experience for the child. LSAs I have known and interviewed want to be listened to, respected, and valued as educators and, in my experience, will go above and beyond if treated in this way. LSAs are often keen to learn more about any disability or diagnosis regarding the learner(s) they support and are often willing to complete additional professional development. As with all staff in an education setting, enthusiasm and keenness must be harnessed, and trust given, to maximise what’s possible.
Sarah-Jane Brackett, a Learning Support Assistant (LSA) talks about her experiences of supporting children with intellectual disabilities in the classroom alongside their peers.
Secondary settings often have totally different support networks to primary schools – with LSA support not often assigned to individual learners but shared out among various classes/children on a rotation. This drastic difference in 1:1 support is one contributing factor for the high number of learners with SEND moving to specialist settings part-way through – or before the start of – their secondary education. It’s important for LSAs to be involved in the transition process between schools from the start, and for an extended period of time, to ensure all parties can gain maximum information and tried and tested advice. The nurturing approach of the LSA naturally evolves from EYFS, to Primary, to Secondary. Long-serving secondary LSAs sometimes struggle to revert to the necessary approach required for some learners with SEND (and for some without!) Secondary LSAs, and teaching assistants, through no fault of their own, are sometimes not used to working alongside children with far lower social, emotional, and academic abilities.
The vast majority of teachers I have interviewed, openly say they simply wouldn’t be able to manage without the support of LSAs.
Schools in general are often propped up by flexible and willing support staff who fill in here and cover there. One of the greatest challenges facing effective inclusion is the SEND funding shortfall. You can promptly ignore anyone who says, ‘Inclusion doesn’t cost more,’ or who asks, ‘What is the extra money for?’ Head teachers and school business managers everywhere are pulling their hair out, trying to figure out where money is coming from to fund additional support for children with additional support needs… Where funding is attached to a child, it is almost never enough to pay for the support stated, and a substantial amount must be found upfront, by the school, before funding is released. This is the reality. This is one reason why many headteachers are recommending families enrol their child at a specialised setting or the local ‘magnet’ school*.
*Magnet schools, or honey-pot schools, gain a reputation for providing the best, ‘inclusive’ education in the area for children with SEND (special educational needs & disabilities). They have a much higher percentage of SEND than other mainstream schools in the local area. This may sound good, but it is an unsustainable model. Simple version: The magnet school staff become more skilled; staff from other schools become de-skilled. Hence, the problem is exacerbated.
Learning support assistants and teaching assistants, we salute you.
Many years ago, the role of LSA or TA was desirable for its term-time only, school hours. Nowadays the pressures and responsibilities are not dissimilar to full time teaching staff.
Thank you for the tireless, essential work you do in an ever more demanding role – children need you more than ever!
