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AHP23 Support pupils with communication and interaction difficulties

Overview

This competence is about the support provided to pupils with communication and interaction difficulties to enable them to participate in learning activities and to develop relationships with others. It is for Teaching/Classroom Assistants who provide support for pupils with speech and language delay, impairments or disorders; specific learning difficulties, e.g. dyslexia, dyspraxia; those who present features associated with autistic spectrum disorder; and/or those for whom language and communication difficulties are the result of permanent sensory or physical impairment including deafblindness, deafness and visual impairment. They may also apply to those who work with pupils with moderate, severe or profound learning difficulties.

Users of this competence will need to ensure that practice reflects up to date information and policies.

Knowledge and Understanding

You need to apply:

Legislation, Policy and good practice

K1 A working knowledge of the school's policy on inclusive education and your role and responsibility in relation to this

K2 A working knowledge of the school's policy and procedures for supporting pupils with communication and interaction difficulties and how these relate to local and national policies and guidelines

K3 A working knowledge of the school's policies for language development, equal opportunities and behaviour

Care and Support of the individual

K4 A working knowledge of the roles and responsibilities of others, both within and external to the school, who contribute to the support of pupils with communication and interaction difficulties

K5 A working knowledge of the language and communication needs of the pupil(s) with whom you work

K6 A working knowledge of any Individual Education Plans and/or Behaviour Support Plans for the pupils with whom you work.

K7 A working knowledge of the characteristics of the communication impairments and disorders of the pupils with whom you work, and their implications for social interaction and learning

K8 A working knowledge of physical and emotional factors which impact on a pupil's ability to engage in oral communication and ways of overcoming or minimising the affects of these

K9 A working knowledge of the role of communication and self expression in developing a pupil's self-esteem

Procedures and techniques

K10 A working knowledge of strategies to enhance and promote non-verbal communication

K11 A working knowledge of the differences between normal communication and the specific or more unusual patterns of communication demonstrated by pupils with significant developmental delay, impairment or those having some form of communication or language disorder

K12 A working knowledge of the interaction between delayed language acquisition, cognitive development and sensory deficit

K13 A working knowledge of visual and auditory teaching approaches that can enhance social/communicative interactions

K14 A working knowledge of ways to adapt the general and technical vocabulary used by the teacher(s) in order to match the needs of pupils with communication difficulties.

K15 A working knowledge of how to use praise and constructive feedback to promote communication which is appropriate to the situation

K16 A working knowledge of the communication methods used by the pupils with whom you work, how to use these, and how to support and promote the pupil's ability to use these effectively

K17 A working knowledge of the needs of pupils where English, (or Welsh where applicable), is not the first language and aspects of culture, upbringing and home circumstances that could affect their ability to communicate with others, e.g. the different interpretations of signs and gestures

Performance Criteria

You need to:

1. obtain accurate and up-to-date information about the pupil's language and general communicative competence

2. obtain detailed information from the teacher about the planned learning tasks and activities

3. adapt the layout of the room and the equipment used to enable pupils with communication and interaction difficulties to participate in the learning tasks and activities planned by the teacher

4. actively encourage pupils to participate in learning tasks and activities consistent with their language and communicative competence

5. use the most appropriate mode of communication, including additional visual, auditory and tactile or signing methods to reinforce spoken language

6. help pupils to make effective use of augmented and alternative means of communication as appropriate to their needs

7. give assistance to enable pupils to experience a sense of achievement and encourage independence

8. positively reinforce the pupil's efforts to participate in learning tasks and activities

9. provide feedback to the teacher on significant aspects of the pupil's participation levels and progress

10. provide opportunities for pupils with communication and interaction difficulties to initiate, respond to and maintain relationships with others

11. use appropriate strategies to encourage pupils with communication and interaction difficulties to contribute to conversations and discussions with others

12. encourage pupils with communication and interaction difficulties to respond constructively to other people's contributions to conversations and discussions

13. provide encouragement and support to enable other pupils to respond positively to pupils with communication and interaction difficulties

14. respond to the pupil's level of expressive and receptive language to reinforce spoken language and to promote autonomy

15. help pupils to make effective use of augmented and alternative means of communication as appropriate to their needs

Additional Information

This competence has been taken from the Teaching / Classroom Assistants Standards developed by the Local Government NTO where it appears as Competence 3-13.
AHP23 Support pupils with communication and interaction difficulties
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