hello and welcome to the forum

we have already discussed this topic in TOTW if you have a look around in this forum, for that reason i am locking this thread

we also have the link to your blog in Extra curricular so for the same reason i will lock this thread so all comments can be kept together

feel free to add your comments to any of the ongoing threads in here

ok have unlocked as i see it is a different blog, so feel free to post in here

Different blog Dq, same theme!

oh well im not dictatorial so will leave the thread open

Teaching assistants do fantastic work with special education needs children, however they also have complex learning difficulties. Some of them have very poor writing skills but highly developed speaking and listening skills. Do most teaching assistants have the training to develop this? I’ll put my hand up now I don’t; I haven’t had the required specialist training.

Mr Read I do have SEN training (in many different areas) and around 5 years experience in SEN. I am still a TA because I feel I can assist children to learn to their best abilities through my knowledge, understanding and compassion concerning their needs. I am self-funding a degree at present which I hope will lead to me being able to train as an Ed Psyc.

I do feel it is time you did have the relevant training, although I will be more general and say you and the majority of teachers out there. It is VERY hard for me (and my colleagues) and the specialist teachers we support to get very far in schools in helping the children due to the fact that the teachers themselves have so little knowledge about the requirements of SEN children.

Sorry got a bit long winded there. This is not a personal attack, just as I am sure your comments about TAs are not a personal attack on me. However due to inclusion SEN is a very important part of todays schooling and everyone needs to be aware of the implications. Maybe it is time for teachers to demand more training??

I have worked with gifted and talented children, run-of-the-mill children and severe SEN children, they all have a right to a decent education. There is lots of (free) training provided by LEAs for TAs in all these areas; maybe it is time for the teachers to take advantage of this training.

Welcome to the forum.

I've read both of your TA related blog posts with interest and while I agree with some of the points you raise I feel I must join the debate - hopefully in a rational way

Like any other profession there are good and bad teachers with various levels of experience and expertise. Many TAs would, indeed, make good teachers and are, in fact, teachers in all but name (and pay packet).

Provided suitably trained and qualified I see no real reason why a school should not employ, for example, a SEN TA - an expert in his or her own field to complement the role of the class teacher.

Again, provided suitably trained and qualified, I see no reason why TAs should not be used to cover PPA with non-curricular activites. Many TAs I have worked with have known far more about art, for example, than I do - and if they're willing and competent why not utilise that expertise?

Teachers are not, and should not be expected to be, experts in all aspects of education - instead I believe they should consider themselves the manager of their classroom. As such the teacher is responsible for setting the overall direction of his or her class and the management / deployment of available resources (including teaching assistants / outside professionals).

Please feel free to call me cynical - but I believe one of the reasons for the upsurge in numbers of teaching assistants and other support staff is one of simple finances. Why employ one specialist 'teacher' when you can employ three specialist 'teaching assistants' for the same money?

The example you cite of the cover supervisor with no English or Maths qualifications is truly awful - all staff employed in school should be suitably qualified and have access to appropriate training - lest we return to the days of the 'mum's army' (who do have their uses - but not relevant to this discussion).

In your most recent blog post you state that 'I’m sure that in many schools teachers prepare detailed lessons for well qualified teaching assistants' - from my own experiences I'd have to say that's absolute hogwash (unless it's OFSTED time again) - while I'm sure there are some teachers who produce detailed lessons & lesson plans for their TAs I'm sure that they're very much in the minority.

As to some of the points you raise concerning the deployment of TAs in other countries, they are used on the continent - although not at the level we see in the UK - usually within a specialism. The role is also widely used within the US.

Your final analogy seems flawed. It is improper of you to compare 'Fred down the road who knows a bit about electrics & the electrician' to a properly qualified and trained SEN TA to a general classroom teacher.

As my reply to the original blog hasn't appeared I will answer it here.

As the father of an autistic daughter in mainstream school without a statement I greatly value the TAs my daughter works with.

I rarely discuss issues with teachers as most of the time they seem to have little idea of who they are talking about (she is at secondary). Her estimated abilities by teachers are always lower then her achievements. It has become ritual joke for us to attend school once a year for 'target setting', especially when some of the targets were below what she is achieving on a regular basis.

The one which creased me up personally was when she was given a target to achieve level 4.5 - which she passed at keystage 2!

I advocate strongly for my daughter. A major difference I have found between teachers and TAs is the TAs will listen to what you have to say without some incessant need to feel their professionalism is being challenged and become defensive. Nor is it because I feel I can get more by bullying some 'unqualified' TA into my way of thinking. I don't always get what I want and will often reach a compromise.

I know for example the teaching staff have been informed of dependance on routine and the need to let her know when there are going to be changes. Yet three years later a math teacher decides to reorganise the class room without saying anything to anyone. My daughter walks then walks out because she doesn't know where her seat is and doesn't know how to cope.

While I am grateful for the teachers for what they have taught, and she is expected to achieve As and A*s it is the teaching assistants who have worked very hard to help her cope with the 'little' stuff and remain engaged in her education.

I do understand what you are saying about those working with children and being qualified. However having spent time on this forum I know many of those who are TAs are committed to the children and their own development. Yes it is a woman dominated world, and one traditionally where women are looking for work to fit in with school hours. However I have been impressed with the way they have been prepared to improve their own skills and knowledge including up to and including taking degrees.

Yes schools do abuse their use, not their fault. As you said you are not trained to help with certain special needs. Perhaps this is one way the professional development of TA's can go at some stage? With those with experience and appropriate qualifications could recieve specialist training in dealing with these needs?

As a profession teaching assistant is still in its infancy with professional development still in its early stages. Perhaps our education system is unique in this aspect, I don't believe as a parent it is necessary a bad thing and with opportunities and possibilities still to be explored.

Thanks for all the considered comments. Much better than the TES Staffroom which degenerates into personal insult.

i can do that...if thats what you want?

We try to have balanced discussions here. One of the reasons I gave up with TES was the sometimes over the top reactions from people!!

I hope you enjoy this forum Mr Read, we are a friendly bunch

Welcome to the forum Mr Read


I'm a TA who works solely with children with special educational needs from Rec. - Y6. Because of this I have to have a sound knowledge of both KS1 and KS2. I work by myself outside the classroom in a separate room set up for that purpose. Normally I have 4/5 different groups or individual children each day, depending on the schools needs at the time. This is a role I've carried out for the last 8 years. Before that my time was spent split between the classroom and working with children, both the gifted and talented and those with lower abilities, outside the classroom.

During my time as a TA I've been on numerous training courses and refreshers. Quite a few of which have been meant for Teachers but which my HT believed would be of use to me in my work. Some of these have been funded by the school and others I have chosen to undertake in both my own time and at my own expense. Working with SEN is always a never ending learning process.

No teacher does my planning for me, nor do I have PPA time although this have been offered. I choose to do all my planning at home, in my own time, so that the children have the full benefit of all my contracted time.

I share my knowledge, both with other TAs, and with the teaching staff.

I think you'll find that most TAs are a very dedicated bunch of men and woman who take their work very seriously. We spend time over and above our contracted hours in school related tasks including going into school during holidays. None of which we are paid for.

Before this turns from one chapter to a full blown novel I'll wish you welcome again and I hope you find the forum well worth joining.


Edit

One thing I forgot to mention last night is that we have a number of TAs on the forum whose knowledge in progressing the education of SEN children I would say is 2nd to none. I would have no trouble in putting a child of mine in their educational care if it had ever been needed. A good HT now uses their TAs in more and more specialist roles. I for one enjoy the challenge.

I have been a TA for 7 years and have worked with a number of children with special educational needs. I have always attended training courses related to the needs of the children I work with so usually have a better knowledge of the specific needs than the teacher.

3 years ago I undertook a year long course in Speech, Language and communication needs with accreditation from Cambridge university and I am now doing the 2nd part to upgrade my qualification. I do informal assessments, work alongside speech and language therapists, work one to one and in groups on speech programmes and advise teachers how to help these children in the classroom which includes making resources. Like several others I do my own planning and write reports for reviews, liaise with outside agencies and parents.

Before having my children I was a ward sister running a busy acute medical ward but didn't want to return to that career.

When it comes to class teaching of course Teachers are the experts. That's what they are trained for. However when it comes to Special Educational Needs many TAs have more training and knowledge in specific areas and I think that this should be acknowledged. For children to reach their full potential we must work as a team each contributing their own expertise. For that to happen we must all value the experience and training of all in the team.

In most jobs additional training results in financial reward but unfortunately TAs are still often seen as 'mum's army' with no qualifications only capable of washing paint pots and wiping noses. This is a long way from the true picture with many coming from other careers, many having or studying for degrees or other qualifications. Despite this we continue to work for a low wage, usually for longer hours than we are actually paid because we love what we do and the difference we can make to the lives of so many children who are experiencing difficulties.

When are we going to be valued as important members of the team making a different but equal contribution to the education of children? Teachers have a greater breadth of expertise but TAs often have more experience, knowledge and training in specific areas. Teachers could never take the time to specialise in this way. TAs give the Teachers time to concentrate on what they are good at, teaching, while ensuring that children experiencing difficulties get the help and support that they need.