The SEN Teaching Assistant
The vital role of the Special Educational Needs (SEN) classroom and teaching assistant in mainstream schools - supporting inclusive education and classroom practices today.
As of January 2019, the Department for Education for the United Kingdom revealed that in both state-funded primary and secondary schools the number of pupils with Special Educational Needs (SEN), was 14% and 12% respectively (GOV.UK, 2019). In real terms this means that 1.3 million school children have been diagnosed with special educational needs, nearly 15% of the UK population, a statistic that continues to rise (GOV.UK, 2019; NHS, 2018). The report found that the primary needs among SEN pupils were; Speech, Language and Communication Needs (22%), Moderate Learning Difficulty (21%), Social, Emotional and Mental Health (18%), and Autism Spectrum Disorder (11%) (GOV.UK, 2019). Each of these needs has its own unique requirements to ensure the child receives an education inline with government set targets and curriculum. Often children with learning disabilities and impairment find cognitive tasks such as processing new and complex information, learning new skills, and coping independently harder than their peers (NHS, 2018).
Clearly, one teacher in a classroom will not be able to facilitate an all-inclusive 360° approach to their students' learning; greater in-class support is vital for these young people to achieve a well-rounded, meaningful education (Education Endowment Foundation, 2016). The demand for teaching assistants (TAs) to upskill is rapidly increasing due to the crucial role they play in ensuring education quality for SEN children requiring learning support. This post discusses the need for SEN TAs support for SEN children, in the current education climate.
The Role of the SEN TA’s
Specialist TAs can help students develop confidence and motivation (EEF, 2016). Early interventions have been shown to help SEN children progress significantly with their learning via structured and focused support. This highlights TAs importance in ensuring children’s individual needs are met to a high standard, providing inclusive educational experiences for children with SEN, and relieving class teachers workload.
Today, teaching is evolving as a research based profession. A Swedish study for hard of hearing children suggests that action research with teachers illuminates and improves beneficial SEN classroom communication. It is crucial that schools are involved in research surrounding practices and specialist skills for successful inclusion. Whilst there is an increasing awareness of the importance of inclusive education, a holistic approach to enhancing SEN inclusion must be continually developed. Informed training for the delivery of inclusive practices for SEN children’s specific learning needs is increasingly necessary. Therefore, mainstream schools require the recruitment of trained TAs to support teachers’ implementation of such practices.
Special Educational Needs and Inclusion
Significant progress is being made for the inclusion of ‘milder’ learning and health difficulties. Children with dyslexia, speech and language difficulties (SLD), and ADHD for example, experience greater inclusion in mainstream schools. However, problems arise in accommodating ‘minority’ SEN types in general school classrooms. These include visually impaired, deaf-blind, autism-spectrum disorders and multiple disability children, the latter making the least progress towards inclusion. With the current pace of mainstream education, it is crucial that SEN TAs and teachers collaboratively prepare tasks and strategies to accommodate and benefit mild SEN pupils in general classes, such as one-to-one literacy support (EEF, 2016).
Need for 1:1 support and specialist strategy
Overcapacity, time, and curriculum standards may result in the learning needs of SEN children not being adequately met. Through the provision of SEN TAs, concentrated support relieves learning pressures for the child, class teacher and peers. The help of trained TAs is necessary to make inclusive practices feasible.
Audio-visual problems and dyslexia, for example, can bidirectionally affect children’s literacy skills due to SLDs. Phonological processing issues are at the core of dyslexia and SLD, requiring balanced systematic teaching for foundational improvement and inclusion. Together, the child, TA and SENCo (Special Educational Needs Co-Ordinator) can work on strategies to improve processing, as well the child’s confidence in their own ability. Whilst spell check, word processing tools and technological learning programmes become more readily available for pupils, SEN children still require support in attaining high literacy standards, without digital aides. It is therefore essential that literacy skills are developed using effective interventions implemented by SEN TAs. The pressures felt by a struggling SEN child can be relieved through structured support by a TA. Strategies may include developing phoneme awareness, letter knowledge, vocabulary and grammar awareness to acquire language skills alongside non-SEN children. This progress requires time and effort; TAs can supportively reinforce child-centred learning strategies.
Impact on wellbeing outcomes
Children are subject to discrimination and stereotyping based their own learning needs. Perceptions and ‘labels’ may produce negative expectations and low efficacy in ability to teach; therefore, informed training is necessary for teachers and SEN support staff. Normalising the presence of support staff throughout general classes in education systems can decrease stigma between SEN and non-SEN children, promoting positive self-identity and learning outcomes for SEN children.
Beyond primary schooling, SEN stigma is apparent in adolescent transitions from secondary to higher education. SEN students show tendencies to wait before seeking disability services at university due to perceived stigma. These adolescents believe their potential for success to be limited, ultimately suffering with their learning difficulties, declaring them later. The importance of self-knowledge for students with SEN and transition support by trained staff is necessary in mitigating impact and helping children with additional learning needs to fulfill their educational potential.
With support from SEN TAs, teachers feel more capable and supported in demanding education environments, and pupils in their learning ability. SEN trained educators have a positive impact on outcomes reaching far-wider than a child’s academic attainment. The opportunity to experience inclusivity when learning alongside more able peers, will support the child’s social development, self-perception and resilience as they grow and face new challenges. If you are considering a career in education, consider joining an SEN accredited training programme.
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