Laura’s Perspective on Intellectual
Disabilities
Supporting the Education with Pupils
with Profound Intellectual and Multiple Disabilities:
The Views of Teaching Assistants
Regarding Their Own Learning and Developmental Needs
The focus of this article is about
learning support assistants or teaching assistants, routinely supporting
students 1:1 with little or few training programs for specialized positions.
Thus, expecting these assistants to perform at a level which will support the
educational learning goals for the student with intellectual disabilities. The
findings presented minimal training including qualifications inadequate in
order to support the developmental learning for the student with profound
intellectual and multiple disabilities (PIMD).
According to the article, the
research was provided by a qualitative study performed by, Trudi Martian of the
Manchester Institute of Education in England. This study explored the
challenges and difficulties of people with profound intellectual and multiple
disabilities and the assistants which help support the educational process. The
research looked closely at the training teaching assistants are provided and
whether the training was sufficient in providing educational support to
individuals with PIMD. Also, the research was to provide information regarding
the need for proper adequate training for teaching assistants in order to
properly assist and educate individuals with specialized needs.
The study showed when support and education
was provided, teaching assistants actively pursued development and learning
opportunities. Further discussing, when encouragement and mentoring by senior
staff members was present it positively impacted the confidence and self-worth for
the work provided. While most of the teaching assistants in the study agreed
that having a nationally recognized qualification would be acceptable.
Although, it would enhance knowledge, it is more befitting for mainstream
education not necessarily for supporting the student with PIMD.
I found the article to be
interestingly true. While having been in the position as a teaching assistant I
agree that minimal training is provided. I have worked with a variety of
disabilities over the past several years and in most cases I was not properly
trained. One particular assignment was with an individual that was wheel chair
bound and diagnosed with intellectual disabilities. I was very uncomfortable
and was not provided the training for lifting and toileting. I also had no idea
what to do with him in the classroom. I asked for guidance and was provided
none. It was not until I was willing to walk off the job due to frustrations
that my concerns were then being heard. My assignment changed immediately.
Shortly following, an outside service was brought in to provide training on how
to lift and toilet wheel chaired individuals. Aside from that particular
training no other professional development was pertinent for the position or
duties I was expected to perform. This experience allowed me to take a step
back and want to learn more about PIMD.
Martin, T., & Alborz, A. (2014). Supporting the education
of pupils with profound intellectual and multiple disabilities: the views of
teaching assistants regarding their own learning and development needs. British
Journal of Special Education 41, no. 3: 309-327. ERIC, EBSCO host (accessed
September 18, 2015).
I think that it must be really intimidating to start a job or be expected to meet certain standards, without adequate training. Especially in cases where a child needs a lot of physical care or handling, there should be training offered for individuals who are in these situations. I have never lifted a student from a wheelchair or assisted in toiletting, and I would feel the same way! It is surprising that there are so many other requirements in special education as far as licensure for teachers or testing and benchmarks for students, but no standard training for teacher's aides when they are so integral in a student's learning.
ReplyDeleteI couldn't agree with you more! There has been more than one moment were I fell very unprepared for my job. I worked as a one on one aide, and nobody really told me what to do, it was all just trial and error. Most of the teachers didn't know what I was supposed to do either, so there were many frustrating moments. I recently had to help a student go to the bathroom, but luckily he was able to explain to me what to do, so it wasn't too hard. But if was unable to communicate with me that 5 minute bathroom trip would have taken an hour. I think schools seriously need to consider more training for aides, because just about every assistant, aide or para I've ever talked to have had many "I have no idea what I'm doing" moments.
ReplyDeleteYou have identified and experienced such a need in special education. I have experienced this problem this year as the Director at my current school. I was shocked to learn that by contract, teacher assistants were not required (or paid) to be at any before school meetings/trainings...they were asked to report the exact day and time that students were asked to report! It has made training super difficult..while we try to do "on the job training" we all really know how the days go by and that isn't sufficient. We expect so much out of our teacher assistants, yet we fail to provide them the training they need to be successful. Then, the good ones burn out and quit. I am so glad you were given the training you needed.
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