There are many ways in which the TA can give his/her pro-active support that will help both the child and their family. These are:
· Offering and giving advice
· Communicating and sharing ideas and methods with the families
· Keeping the families informed about progress or difficulties and talking about the next steps (effective communication)
· One to one support for the pupil
· Adapting lessons/environment and equipment for the pupil
· Encouraging involvement
· The TA being prepared, trained confident and willing to give their support
· Running activities
· Giving praise and encouragement
Offering pro-active support to the child and their family can be very beneficial for them both. Offering this type of support will help ensure that the child’s needs are met and that the family’s rights and entitlements are supported. It will help promote a healthy happy positive partnership and relationship that will open up opportunities.
However the TA must be willing, confident, committed, have the patience and be caring enough to give this support. The TA must also have either previous experience, the correct training or qualifications to ensure their support can be effective. If the TA is not willing, committed or does not have any type of experience or qualifications then their support will not be as effective and successful. The TA may not have any of these abilities or qualities and this will have an impact on the support they can provide for the child and the child`s family. They may find that their responsibilities are too strenuous and that their responsibilities or duties take up much of their time.
The pupil`s family must also be willing to accept support, advice and be willing to work in partnership with the TA, the school and other services to help ensure the correct support is offered to their child. It is vital that the TA is willing to help support the child and their family as this will have a knock on effect on the partnership. It will help encourage the child, the family, the school and other services to provide and maintain support needed for the child and their family.
Offering facilitation within the partnership can be very beneficial for the child and their family. It helps the family seek and gain further advice, support and knowledge for the child’s needs and also support the family can receive. This type of support can be very beneficial for both the child and their family but the TA must be willing and have the right qualities and experience to help. The child`s family must also be willing to work in partnership.
The TA may be very willing and have all the right qualities, qualifications and experience to help but the TA can only do so much. The TA must also be aware and have the correct knowledge on when, how and who to refer to for further support. The TA can work in partnership with the school and other services and try to do their best to follow up cases but other services or the school may not be willing or have the funding to help provide support to help suit the needs of the pupil or their family. There may not be enough staff to run activities or workshops to help. There may not be services or support groups within the area and travelling may be a barrier. There may be many barriers that may not be overcome and the TA can only do what they can and are capable of or qualified and permitted to do. Sometimes it may be beyond the TA`s control or capability.
I would like to conclude that as long as the TA and all members of the partnership are all willing to work in partnership to provide support for the pupil and their family, it will help to ensure correct, effective, relevant support that can be aimed to reach the child and their family’s needs. All members of the partnership should have or should have gained experience, qualifications and qualities needed to help seek, provide and maintain the correct support and also know where to find or how to refer for the support.
If there are barriers then members of the partnership should be willing and try to overcome these barriers. For example, if funding is a barrier then between the family and the school together they should find a way to be able to raise money themselves (e.g. bring and buy sales, cake sales) or try to raise awareness of the child`s special needs or disabilities in hope of finding a sponsor.
If a partnership is formed then the chances of the child and their family gaining the support that they need is much greater. If all members of the partnership work together and try their best then support will be more likely and successful rather than if a partnership did not exist.
K Burroughs
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