JOB TITLE: SPECIALIST TEACHING ASSISTANT FOR HEARING ...

JOB TITLE: SPECIALIST TEACHING ASSISTANT FOR HEARING IMPAIRMENTReports to: Special Educational Needs CoordinatorDay to day management/supervision: Class/Subject teacher.Guidance and Support: SENCOJOB PURPOSEWork with teachers to support the learning, educational progress and inclusion of students witha hearing impairment, using Sign Language when necessary, and with the aim of narrowing anyattainment gap they have with their hearing peers on entry to school. Give assistance tostudents with a hearing impairment so that they can access the curriculum, participate inlearning, experience a sense of achievement and develop independence in learning andother aspects of school life.MAIN RESPONSIBILITIES/DUTIESSupporting the Teacher in the Planning, Delivery and Evaluation of Lessons1) Work in partnership with the teacher in the planning of lessons including the adaptations,materials and support hearing impaired students will need to be included and make progress.2) Support the delivery of learning by: Providing support as agreed with the teacher SENCO. This may include pre-tutoringsupport to ensure students have the necessary knowledge and familiarity with thevocabulary and concepts used in the lesson. It may also involve post-tutoring to checkunderstanding, and reinforce key learning points.Using the agreed learning resources, adapting resources and teaching materials asnecessary so that the student is able to access the key ideas of a lesson and achieve theobjectives set for him or her.Support access to the curriculum and participation in the life of the school bycommunicating between spoken English and British Sign Language depending on thepupil’s communication preference.Supporting the student(s) in following instructions. Using praise, assistance and encouragement to motivate the student(s) and to help themstay on task.Supporting the student(s) understanding of any follow up tasks set by the teacher.3) Support the class or subject teacher in evaluating the deaf pupils’ learning and access by:Providing constructive feedback to the teacher on how the deaf student has respondedto the lesson.Discussing with the teacher any difficulties experienced in providing the support thestudent(s) needed.Providing information on how well the child is engaging in the lesson, any difficulties

they appear to be experiencing, work they find relatively easy and work they find moredifficult.Implementing Individual Learning Programmes for Students4) Support the development and implementation of individual learning programmes focused ondelivering priority learning targets for students. (These might include work in the areas oflanguage, literacy, personal, social and emotional development and numeracy as required).This will be achieved by:Working with the SENCO, class or subject teacher, and other specialists where appropriateto plan and agree the programme which contains clear, challenging but achievableobjectives for the student.Delivering the agreed programmes, under the guidance of the teacher, SENCOProviding feedback to relevant colleagues about the student’s progress towards targets andthe effectiveness of the programme in securing this and the student’s engagement.Observing and Reporting on Student Progress5) Observe and report on student progress, gathering information about their knowledge, skills andunderstanding, including their progress towards targets to support teachers in re-assessingneed, evaluating teaching strategies and interventions, setting new learning targets andformulating new learning plans.Contributing to Maintaining Student Records6) Contribute to the maintenance of student records as agreed with the teacher and/or SENCOand help to maintain the record keeping system.Using Technology to Support Student Learning7) Support the use of hearing aids and other technology to promote learning by:• Checking that the student’s personal hearing technology is functioning.• Taking steps to ensure any problems with equipment are dealt with as quickly as possible.• Support the student and staff in the use of technology encouraging students to use theequipment independently.Supporting Children’s Emotional and Social Development8) Support social and emotional development by:Supporting positive behaviour giving praise and encouragement as appropriate to buildconfidence and self-esteem.Provide support to enable the student to have the opportunities to participate in all school

activities, to make choices and take decisions for themselves.Encouraging students to evaluate their own progress and to take an active part in reviewsof their progress, when appropriate.Observing how students express their feelings and emotions and relate to others andfeedback to the teacher and/or SENCO, recording any findings accurately.Delivering programmes designed by specialists to support this area as appropriate.Listening Environment and Learning Environment9. Working with colleagues to ensure the classroom and its layout provides a good listeningenvironment.Liaising with Parents10. Support teachers and SENCO in discharging their responsibility to involve parents by providinginformation on the student’s engagement with learning and interactions with other pupilsand helping to maintain home-school liaison records.Continuing Professional Development11. Participate in training and other learning activities to effectively support deaf pupils and toensure knowledge and skills are kept up to date.The duties and responsibilities of the post may change from time to time, and the post holdermay be expected to carry out other work not explicitly mentioned above which is considered tobe appropriate to the existing level of responsibility vested in the post.

APPENDIX 2: PERSON SPECIFICATION2.1 PERSON SPECIFICATION FOR A TA SUPPORTING STUDENTS WITH A HEARINGIMPAIRMENT WHO DO NOT REQUIRE SIGNED COMMUNICATION SUPPORTThe person specification below indicates some attributes and skills which are essential if the deafpupil is to be effectively supported. Some may not be part of the TAs skills and understandings onappointment but will need to be developed quickly through training and guided experience.Ideally TAs supporting students with a hearing impairment should be able to demonstrate all theessential attributes given below at the point of appointment. However, hearing impairment is a lowincidence need and it is recognised that candidates with the all required knowledge, experienceand skills may not be living within reasonable commuting distance of the school. It is also possiblethat the school may already have a highly skilled TA in its employment with transferable skills who,with focussed training on aspects of specification they are not able to meet immediately, will beable to provide the support required for the student to access learning and make good progress.The person specification below does not cover the requirement of a Communication SupportWorker for a pupil who is reliant on signed support to access the curriculum.Attributes of the postholderEssential to have atthe time appointedEssential to developwith trainingDesirableGCE A LevelsXEducation to degreelevel (or equivalentqualification on theNational QualificationsFramework)XBritish SignedLanguage ( BSL)Level 1 or Level 2qualificationX

Knowledge and experience:A good understanding of the needsof students with a hearingimpairment, the impact on learningand the support required to ensurethey make progress and feelincludedXA minimum of 2 year’s experienceof supporting children in aneducation settingKnowledge of and experience ofthe particular phase ofeducation/subject areaXXA good knowledge of hearingtechnology including:(i) its benefits, limitations andconditions for effective use, and(ii) how to maintain equipment,check it is functioning andtroubleshoot, undertaking basicrepairsA proven track record of workingsuccessfully in close collaborationwith othersXXA good understanding of therespective roles of theclass/subject teacher and theteaching assistant and specialistroles e.g. Teacher of the Deaf,Audiologist, Speech and LanguageTherapistXA knowledge and understanding ofhow to communicate effectivelywith deaf childrenA clear understanding ofprofessional boundaries and codesof conductXXKnowledge and understanding ofsafeguardingXKnowledge of effective approachesto behaviour support andmanagement.X

Skills and abilities:Ability to accurately interpret what isbeing said using BSL,and canevidence this with the requiredqualification in BSL.Can check the functionality of hearingequipment and undertake basictroubleshooting and repairsXXAbility to take full, accurate andlegible notes during lessons onbehalf of the pupil so that they have agood written record.XGood communication skills – bothoral and writtenProficient ICT skillsAn ability to establish an appropriatebalance between supporting thestudent to complete a task whileencouraging independent learningand ensuring the student has fullunderstanding of the learning pointsof the lessonXXXAn ability to adapt materials andresources for lessonsXAn ability to understand the lessonsbeing taught so that pre-lesson andpost-lesson support/tutoring can beoffered to the studentAn ability to contribute to the planningand identification of strategies tomeet the student’s needs and theconfidence to contribute with ideasbased on detailed knowledge gainedthrough supporting the studentAn ability to identify and gatherinformation about the student’sacademic progress and personaldevelopment and share this withothers such as the class teacher andSENCO and other specialist staffAn ability to observe and report to theteacher/SENCO on student progressgathering information about theirknowledge, skills and understanding.XXXX

An ability to observe, record andreport to the teacher/SENCO thestudent’s social and emotionaldevelopment and his/her socialrelationships with other studentsAn ability to develop anunderstanding of the school’sarrangements for assessing studentprogress and record keeping andcontribute to the maintenance ofrecordsPersonal qualitiesAn ability to establish goodprofessional relationship and rapportwith students and parentsGood organisational skills and timemanagement skillsA preparedness and ability to takeinitiativeAn awareness and acceptance of theneed for confidentialityA willingness to learn and toundertake further training to ensurethe required knowledge for the post iskept updatedXXXXXXX