Learning Support Practitioners are crucial staff in any school or educational setting. LSA’s, TA’s and support staff often have the most face to face contact with learners in schools, and it is therefore essential that they have the correct skills, knowledge, and tools to ensure that they can effectively support learners they are working with. Well trained and informed staff are invaluable to both teaching staff and students alike, yet many feel de-skilled in the classroom as they do not receive adequate training to ensure that they can do their jobs effectively as possible. Learning Support Practitioners are expected to work with learners with a wide range of need, and this programme is packed with information and a large “tool kit” of practical strategies that support staff can use to ensure that all learners meet their potential in any learning environment.
Module 1 – How Learning Support Practitioners Support Learners with ADHD
Learning Outcome 1 – Understand what Attention Deficit Hyperactivity Disorder is
Learning Outcome 2 – Be able to identify the impact that ADHD has on an individual
Learning Outcome 3 Be able to reduce the impact that ADHD has on learning and understand how to support learners with ADHD
Module 2. Supporting autistic learners in the learning environment .
Learning Outcome 1 – Understand what Autistic Spectrum conditions are and how they impact on individuals and their behaviour.
Learning Outcome 2. Be able to identify the impact that Autism has on a person.
Learning Outcome 3. Be able to reduce the impact that autism has on learning.
Module 3. Understanding anxiety and how to support learners who suffer with this in the learning environment.
Learning Outcome 1 – Understand what anxiety is and how it impacts on individuals.
Learning Outcome 2. Be able to reduce the impact that anxiety has on learning.
Module 4. Understanding how to support learners when their behaviour challenges us
Learning Outcome 1 – Understand what is meant by “Behaviour that Challenges”
Learning Outcome 2. Be able to identify the unseen triggers of challenging behaviour in anxious and neurodivergent learners
Learning Outcome 3. Be able to effectively support learners during times of crisis using practical de-escalation strategies