BDA International Conference Site sponsored by Inclusive Technology Ltd home . search . contact
 
index by author
chronological index

Abstract - abstract below
Full text - presentation text below

 

Including Pupils with Dyslexia: How can Classroom Assistants help?

Isobel Calder

Faculty of Education, University of Strathclyde, Glasgow G13 1PP isobel.calder@btinternet.com

Abstract

In 1998, Brian Wilson, the then Scottish Education Minister announced the employment of 5,000 new classroom assistants over three years. He said, "I am committed to relieving teachers of administrative tasks and helping them to concentrate on raising the attainment of our children. ... With appropriate training and under the direction of professional teachers, assistants will support the learning process. They will not be teachers and they will not replace teachers, but they will be able to help children in developing their skills in the key areas of literacy and numeracy as well as providing help, support and encouragement to pupils." This paper seeks to explore the contribution which these classroom assistants might make to the creation of a positive learning experience for dyslexic pupils. Firstly appropriate training must be available for classroom assistants to enable them to provide meaningful and effective support to pupils with dyslexia. The areas of knowledge and skills which might be contained in an appropriate training programme are discussed. Secondly, the paper argues that teachers must have a clear understanding of teacher and assistant roles in supporting dyslexic pupils so that the direction which they give to classroom assistants is meaningful in promoting learning and aiding progress.

The data which is used in this paper were collected for small - scale research carried out as part of a larger study which sought to investigate how class teachers and classroom assistants work together. In this particular phase, fifteen experienced classroom assistants completing a course on supporting pupils with special educational needs were given a choice of short case studies which described children with difficulties in the classroom. They were asked to choose one and to discuss, in writing, how they would support the child and the class teacher. The assistants subsequently gave their permission for the written discussions to be analysed as part of the study.

Six of the assistants chose to discuss Mark, a six year old with 'specific language difficulties'. Mark's profile had some similarities to that of a typical dyslexic pupil's profile. For example, it was reported that when Mark started school there was some concern about his language development, although his non-verbal skills were age-appropriate. Mark was reported as being reluctant to try anything new. He found it hard to learn to read and recognised very few words. Finally, Mark was lacking in self esteem.

The kinds of support strategies which the assistants listed as appropriate have been categorised as follows:

Learning support

Dyslexic children often require overlearning to be able to pick up new concepts. One way that they can be helped to gain the practice which they need is to allow them to play games. Another possible advantage of playing certain kinds of games is that itcan promote a multi-sensory approach which is often beneficial for dyslexic children.The classroom assistants recognised the importance and value of using games to develop and apply new concepts and learning strategies. They stated quite firmly that the class teacher's role was first to teach new concepts and then to suggest learning strategies to children. However they saw themselves as having a valuable role to play in making sure that children could be given opportunities to consolidate learning through games.

Dyslexia does not just affect a child's ability to read and spell. Many dyslexic children also have poor motor skills which can affect their ability to produce legible work. ICT is often seen as an effective tool to help children become legible writers by allowing them to produce their work on a word processor. However without good keyboard skills, pupils' typing may be too slow and inaccurate for them to benefit from this strategy. Many classroom assistants have skills in ICT gained either before coming into education or through training courses since taking up this employment. These assistants thought that helping a child to practise, for example, their keyboard skills so that they could benefit from word -processing, was a good use of their time in class. They also identified a role for themselves in teaching pupils how to use software. Some of the software, such as word - processing programs, could be used for producing legible extended writing and other software could be used to practise new skills and to consolidate new learning.

Dyslexic children are often skilled orally and this skill can be used to help a child to produce better work. One way of harnessing the dyslexic child's oral ability is to provide time for discussion. This is sometimes difficult for a sole teacher to arrange but a classroom assistant might be able to offer this opportunity. Acting as a discussion partner for the child was mentioned as valuable by the classroom assistants. One example given was that the classroom assistant could take the child for a walk to the shops. Along the way the classroom assistant would engage the child in discussion about what they were seeing- cars on the road, flowers in the park, people they met. On their return to the classroom, the child and the classroom assistant would discuss how they could report the experience to the class teacher and would plan a written report. This strategy has the advantage of employing the dyslexic child's oral ability to support the child to produce work of a higher quality than he might otherwise be able to do.

The role which a classroom assistant could play during whole-class teaching was seen as important by the classroom assistants. By sitting beside the child, the classroom assistant could monitor learning, encourage the child to answer the teacher's questions and could check that the child had understood instructions. Another role for the assistant could be the ability to provide immediate intervention when the child required support. Additionally, the classroom assistant could help the teacher to keep all the children in the class on task so that more focus could be placed, during the lesson, on teaching and learning away from behaviour management.

Many dyslexic children have problems in sequencing and in organising themselves well enough to be able to follow instructions. Learning support could be provided for the child by creating real situations which would give him practice in, for example following instructions or sequencing. One example given was that the classroom assistant would ask the child to show her how to make a Lego model. This would require the child to sequence the instructions in order for the assistant to be able to achieve the desired result. This strategy provides the child with the urge to communicate (Gross, 2000) and can result in an enhanced ability to sequence.

Practical support

It is important that all children feel that their work is valued by seeing it displayed in the school. This is especially true for the dyslexic child whose writing difficulties can mean not being able to show his true ability. Children in this position often become frustrated and find it difficult to believe that they are not stupid and worthless. Assistants felt that putting up displays was within their remit. Not only can the assistant help the child by displaying his work but she can also help the child to make the work ready to display. By delegating the task of putting up displays to a classroom assistant a teacher can concentrate on the activities of teaching which cannot be given to an assistant.

The assistants also reported that they frequently prepared materials for use by the teacher. The reading difficulties of dyslexic children can be addressed by both class teachers and classroom assistants. The practical task of labelling the classroom can help children to start to recognise common words. While feeling that it is important to help children to become fluent readers by labelling the classroom, for example, assistants also recognised that sometimes, ways round the problem have to be found. One solution they mentioned was the preparation of aids for the child such as a pictorial timetable.

Two ways to give practical help to the teacher were mentioned. The first was the updating of pupil files. The second way required more skill. It was to keep a daily diary based on observation of the child. The diary was used to inform the more formal teacher assessment of the child's progress.

Socio-cultural support

Dyslexic children are part of a school community and must feel part of that community. If a community is to work efficiently it must be organised in such a way as to support everyone in the community to achieve the purpose for which the group has been formed. One of the functions of school groupings is to allow children to learn co-operatively with their peers. Another function is to allow children to benefit from the knowledge and skills of an appropriately trained adult. The presence of a classroom assistant can fulfil both of these important functions of schools. For example, one important task which the assistants mentioned was to keep pupils on task during lessons. By applying class rules consistently classroom assistants and teachers can give the message that all children have equal status. One assistant made a very good suggestion. She felt that teachers should use the assistant to keep all pupils on task to give the teacher time and opportunity to have quality time with the pupils who required the most support. If this strategy could be adopted it might reduce the problem of the least trained adult being left to support the most vulnerable children.

Many classroom assistants are used to supervise children in the playground. The assistants in this study felt that during breaks they could be organising structured play. They saw this not just as a good thing in itself but also an effective strategy for ensuring that vulnerable children could be included.

The assistants realised that just by being in the classroom and behaving in a responsible, civilised way, they could model good social skills. The social skills could range from simple conventions like remembering to say please and thank you to more complicated and complex interpersonal skills like having respect for others, reaching a compromise and handling conflict.

The parents of dyslexic children often feel anxious about their child's school experience. Many parents have had to fight hard to have their child's problems recognised and addressed. It is important, therefore that the parents of dyslexic children are allowed to be partners in the education of their child. Giving informal feedback to parents was an area in which the assistants felt that they had a role. For this to be possible teachers would have to feel comfortable with giving up some of the control of the information which parents receive. By allowing it to happen, teachers might help more parents to feel part of their child's education. Classroom assistants often live in the community with the parents of the children in their school. This is not so often the case with teachers. Because the assistants are more likely to live in the same community as the families in the school it might be possible that they have more cultural empathy with the children and parents than the teachers. This might make it easier for some parents to engage with the school to the benefit of their child's education.

Emotional support

Because of the cycles of failure (Westwood, 2003) which they have experienced, many dyslexic children are lacking in self esteem. A stable and inviting learning environment is especially important for children whose self esteem is fragile. One way of developing this ideal environment is to ensure that the child who requires support is given the opportunity to build up a close working relationship with an adult. Cowne and Murphy (2001) recognised the skill of classroom assistants in understanding the emotional needs of the child. It is unreasonable to expect teachers to build up very close personal relationships with all of the children in large classes. Indeed, it might be considered by some to be undesirable so to do. However, the classroom assistants felt that their closer personal relationship with children assisted the giving of meaningful praise and encouragement. Also by getting to know the child well they could draw attention to the child's skills and achievements to help the child to feel valued.

The assistants recognised, as Westwood (2003) does, that children must always be led towards independent learning. Children need to be confident to be able to take responsibility for their own learning. Classroom assistants can support children while they are gaining this confidence by giving children time to work at their own pace with supervision. It is not often possible for a class teacher to support an individual child while giving others the chance to progress at a faster pace. However with the help of a classroom assistant, it should becomes easier to plan this multi - level type of teaching.

Children who are having difficulties with learning often find school an exhausting experience. Children with dyslexia are no exception. Teachers who are responsible for a whole class of children cannot be expected to always take this into account. The consequences of overtiredness can be unacceptable behaviour, distress, despair and lethargy. A classroom assistant might be used to supervise a child who needs to rest by, perhaps removing them from the classroom to a quieter place where they can read, play a game or simply chat.

Does it matter who gives support?

It is essential that school managers and teachers understand the importance of support in the learning process. Vygotskian ideals of scaffolded learning leading to independence can be achieved through the intervention of classroom assistants. Dyslexic children, because of their short memory problems, may need more support than most. It is not possible for a class teacher to give the amount of support which a dyslexic pupil might require. Support teachers are often used to give extra support and similarly many classroom assistants give support to pupils with learning needs. The type of support must, however determine who the supporter is. Different types of support require different levels of conceptual understanding. The support activities and strategies listed by the classroom assistants in this study show an understanding of their limited role. There is no such certainty in the behaviour and views of teachers (Calder 2003)

Support from an appropriately trained adult is required when:

'Appropriately trained adult' is a deliberately chosen phrase to indicate that the adult does not always have to be a teacher. Classroom assistants who have had some training in, for example, the teaching of reading could support a child learning to read.

Some issues for consideration

The adults who give support to children with learning problems are sometimes regarded as low in status because the children themselves are not valued in the school system. This low status can be accorded to support teachers as well as to classroom assistants. The problem of low status, although an issue, is not as serious for teachers as it is for classroom assistants. The low status is reflected in the poor pay and the lack of career structure which is a common feature of the classroom assistant workforce. Lack of status can lead to recruitment difficulties. Especially in areas of high employment, it is often difficult for schools to find classroom assistants. Sometimes, even when there are plenty of applicants, those who apply may be unsuitable because of lack of basic skills or for other reasons related to the low pay.

A second important point to be made about status is that, because of lack of training and because of confusion about roles in the classroom team, the classroom assistant may feel that she has less status than the teacher. Some teachers may believe that their status is superior to that of a classroom assistant because of their longer training. Schlapp and Davidson (2001) placed emphasis on the need for classroom assistants to be trained and developed but also for teachers to be trained to work with classroom assistants.

In Scotland there is a national training structure for classroom assistants in the shape of a Professional Development Award for learning support assistants and one for classroom assistants. There are also opportunities for classroom assistants to complete Scottish Vocational Award courses at levels two and three. The classroom assistants in this study were completing a certificate in Childhood Studies as a pilot with a large local authority. Other classroom assistants are presently completing a part-time B.Ed degree to become teachers. The existence of this fairly rich provision does not imply a fully trained workforce in Scotland. It is not compulsory for classroom assistants to have training and some authorities have not found it necessary to train this part of their workforce.

The list of tasks suggested as appropriate by the classroom assistant in this study imply the need for training, however. Classroom assistants might perform some of the roles listed better if they could understand the theory behind the practice. Some examples of the kind of training which would help the classroom assistants to understand these roles are:

Teachers also need training in how to manage classroom assistants. Teachers, engaged in discrete and coherent activities which foster pupil learning (Kyriacou, 1998), now need to consider how a classroom assistant can be deployed to help them to achieve this aim. Most of the teachers already in service have not had training in working with classroom assistants. Even in initial teacher education, working with classroom assistants is not a high priority. Morgan and Ashbaker (2000) found that only a minority of teacher training courses in Britain included working with classroom assistants in the curriculum.

Teamwork is an important and difficult factor in teachers and classroom assistants working together. To be able to work as a team teachers and classroom assistants each must understand their separate roles. To achieve role clarity, classroom assistants must recognise the limitations of their role while teachers must understand which classroom activities, as teachers, they must keep to themselves and which they can safely delegate to a classroom assistant.

There are difficulties for teachers in defining their role as teachers. This partly stems from the fact that traditionally teachers have worked alone in classrooms. The solitary nature of the teacher's daily work resulted in teachers carrying out all of the tasks which were necessary to achieve an effective learning environment. These tasks could range from simple housekeeping tasks to highly sophisticated and complex instructional activities.

In recent years dyslexia has become easier to identify in schools. Teachers have become more knowledgeable about dyslexia through the media, education and training. There is more acceptance of dyslexia as a genuine learning difficulty in society as a whole and in education. All of this has resulted in increased numbers of dyslexic children being identified and supported. Teachers cannot do this on their own. They need the assistance which well paid, appropriately trained classroom assistants could give them.

References

Calder, I.(2003) Classroom Assistants, How do they know what to do in the Classroom? Improving Schools 6, 1, 27-38

Cowne, E & Murphy, M. (2001) A Beginner's Guide to meeting Special Educational Needs. Tamworth: NASEN

Gross, J. (2000) Special Educational Needs in the Primary School. Third Edition. Buckingham: Open University Press

Kyriacou, C. (1998) Essential Teaching Skills, Second Edition. Cheltenham: Stanley Thornes

Morgan, J., & Ashbaker, B.Y. (2000). Teacher training in relation to working with and supervising learning support assistants: A survey of institutes of higher education in the UK. British Education Index: Education-line (On-line database).

Schlapp, Ursula and Davidson, Julia (2001) Classroom Assistants in Scottish Primary Schools. Edinburgh: Scottish Council for Research in Education

Westwood, P. (2003)Commonsense methods for children with special educational needs: strategies for the regular classroom. Fourth Edition. London: Routledge Farmer.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

home . search . contact . index by author . chronological index

    BDA Web Site