AAC (Augmentative and Alternative Communication) Teaching Assistant L2
7 days left
- Full Time
AAC Teaching Assistant (TA) Role (Level 2)
Answerable to the AAC Teacher coordinator/advisor
Areas of Responsibility and Specific Tasks within schools:
AAC (Augmentative and Alternative Communication) use to adapt the curriculum: The way in which AAC is used to access the curriculum will differ from student to student depending on their ability levels and access needs. The AAC TA should be able to support the student by creating resources and adaptation using whichever AAC support has been agreed for the individual student. Resources should include presentation of facts (the text book/Power Point/Whiteboard key information in AAC format) and recording (individually differentiated so that the student can demonstrate knowledge with least physical effort necessary). Worksheets and writing alternatives are amongst the recording methods that will need adapting.
The AAC TA will need to keep up to date with changes in technology and opportunities that such changes might offer the student. Opportunities will be provided for training to enable this. Also, changes in the student’s needs in terms of access to technology will need constant monitoring and adjusting as necessary. The AAC TA should report any identified needs to the AAC teacher coordinator/advisor.
Helping the Student to manage the school day:
This might involve:
Providing pre-teaching and re-enforcement activities.
Creating adaptation of the student’s software so that they can access the curriculum.
Supporting the student in lessons under the direction of AAC teaching staff.
Supporting the student with communication using whichever low and/or high-tech devices have been developed for them by the AAC teacher and/or local speech and language therapy team.
Understanding person centred planning approaches.
Supporting circle of support if needed.
Attending Map’s, Path’s, Solution Circles etc. as appropriate.
Creating communication charts when needed.
Acting as communication partner to enable the student to fully communicate with peers.
Acting a model for communication with the student.
Depending on the requirements of the school these might include:
Preparing paperwork for meetings.
Taking minutes and distributing them.
Liaison and Meetings:
Depending on the requirements of the school tasks might include:
Regular contact with subject teachers to ensure that they can assess the students and provide information for differentiation.
Following the advice of therapists.
Regular contact with the students’ parents/carers.
Attending and possibly supporting the organisation of Annual Review and IEP meetings.
Regular meetings with the AAC teacher coordinator/advisor.
Areas of Responsibility and Specific Tasks around software use:
Making resources as required on a number of different software platforms, especially the communication software that the student uses.
Adapting the differentiated curriculum so that the student can access the curriculum as independently as possible.
Supporting the AAC Teacher/coordinator with the preparation of lessons, assessments and exams.
Person Specification for AAC TA:
Some knowledge of the use of specialist software to support students who have special educational needs.
Working knowledge of Grid 3.
Training in using Grid 3 to adapt the curriculum will be provided by AAC Teacher/coordinator.
Knowledge of Talking Mats. This may be from internet research.
Training in Talking Mats.
Talking Mat’s on-line training can be provided.
Understanding of what AAC is. This may be from internet research.
Experience of working with students who rely on AAC.
Training in AAC will be provided by AAC Teacher/coordinator.
Understanding that some students who rely on AAC have access difficulty but not cognitive impairment. This may be from internet research.
Experience of working with students who have access difficulty but not cognitive impairment.
Training in how accommodations to access difficulty can result in better cognitive outcomes will be provided by the AAC Teacher/Coordinator.
Understanding that ways of accessing learning materials and recording work will require adaptation for students who rely on AAC. This may be from internet research.
Experience of adapting learning materials and ways of recording work for students who rely on AAC.
Training in adapting materials will be provided by the AAC Teacher/Coordinator.
Awareness of person centred support.
Ability to use word, excel, publisher, PowerPoint.
Ability to use and support the use of screen readers, Optical Character Recognition (OCR) Software and drawing software.
Training in screen reading, OCR and drawing programmes can be provided by the AAC Teacher/coordinator.
Above a C at GCSE in maths and English.
A degree in any subject.
Willingness to take direction from the AAC Teacher/coordinator and follow instructions exactly.
Willingness to attend meetings at reasonable times.
Able to work as part of a team.
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