Criteria for Accredited Learning Support Assistant (ALSA).

The BDA wishes to encourage the training of assistants to teachers in order for such assistants to be able to facilitate effectively the learning of pupils with specific learning difficulties (Specific learning difficulties), particularly in the areas of literacy and numeracy. The BDA recommendations and criteria set out below are made with the understanding that teacher assistants must work under the direction of a classroom teacher and that training is intended to enhance this supportive role. It is not intended to suggest that these assistants should function independently or supplant the teacher's responsibilities.

The award of a Certificate for Classroom Assistants in Specific Learning Difficulties (ALSA - Accredited Learning Support Assistants) is the recommended outcome of such courses.

Based on successfully running CLANSA courses the following minimum recommendations are made for the content of ALSA courses.

They should aim to provide:

• an understanding of key issues related to dyslexia;

 
• information about typical problems faced by pupils with dyslexia and other specific learning difficulties;

 
• indications of ways in which such children tend to reveal these difficulties;

 
• different approaches to teaching pupils with dyslexia and other specific learning difficulties in the classroom;

 
• knowledge of a range of available materials;

 
• skills in creating learning games and activities in the areas of literacy and numeracy;

 
• an understanding of the underlying social and emotional needs of pupils with dyslexia and other specific learning difficulties.

To be accredited by the BDA the course would need to meet the following basic requirements:

• clearly defined outcomes;
• relevant numeracy and literacy skills entry criteria;
• formal external validation;
• clearly described course content of the above nature;
• trainer qualifications at AMBDA or ATS or equivalent (e.g. OCR Diploma or Certificate).

Background awareness and knowledge:

• awareness of theories of teaching and learning as applied to specific learning difficulties;

 
• knowledge and understanding of how specific learning difficulties are manifested in the classroom;

 
• awareness and understanding of screening and assessment procedures for specific learning difficulties;

 
• understanding of how assessment relates to the design of appropriate learning programmes for pupils dyslexia and other specific learning difficulties;

 
• knowledge of the range of approaches and resources suitable for the support of pupils with dyslexia and other specific learning difficulties.

Necessary skills:

• ability to employ a range of approaches and resources suitable for the support of pupils with dyslexia and other specific learning difficulties;

 
• ability to communicate effectively with the pupil both in support of learning and in encouraging the growth of self esteem and independence;

 
• ability to select and/or construct suitable materials;

 
• ability to record and report pupils' response to support;

 
• ability to communicate effectively with significant others (e.g. teachers, parents SENCOs etc).

It would be particularly helpful if learning support assistants could also be helped to develop a working knowledge of:

• the role and function of support professionals;
• key aspects of the National Curriculum;
• the Code of Practice;
• specific LEA policy and practice with regard to specific learning difficulties;
• the role and application of information technology in supporting learning together with the ability to use a computer.

Assessment procedures should include:

• evaluation by a suitable mentor (e.g. Head Teacher, SENCO) of the candidate's performance in the classroom;
• a portfolio to demonstrate understanding of background information;
• a diary or log of the candidate's support activities;
• a minimum of three examples of constructed support materials in both literacy and numeracy;
• a written evaluation of one pupil's response to the support programme.

There should be a minimum of 24 hours contact time (lectures and seminars), however, the BDA recommends at least 30 hours, plus private study and a minimum of 20 hours recorded support time.