Roles of the Specialist Teacher

FAQ's


The specialist teacher is likely to have a significant role in developing the programme and overseeing the implementation. The following is a list of roles likely to be carried out by a teacher holding a specialist qualification:

- Devising an individualised programme of support/intervention to
  meet the needs of your child
- Identifying suitable resources and materials including ICT
- Supporting the whole school in meeting the needs of your child
- Contributing to the training of staff, including teaching assistants
- Monitoring the progress of your child and making adjustments to the
  programme where appropriate
- Evaluating the programme on a regular basis
- Liaising with you as the parent/carer and keeping you informed.

It is likely that your child will be taught and supported by a teaching assistant as part of their programme. There is considerable evidence that shows trained and experience teaching assistants can be very effective in helping children to make significant gains in learning. Studies have shown that when properly trained and supported teaching assistants can have a positive impact on pupil progress and this includes children with more complex difficulties. If you have a child with long term needs then it is important that you feel confident the school is making the best provision it can.

Though at times the specialist teacher may be involved in direct teaching of your child, it is more likely that their specialist knowledge will be used to help the whole school in meeting your child’s needs and ensuring that staff are trained and supported.

The Impact of Adult Support Staff on Pupils and Mainstream Schools: A Systematic Review of the Evidence (2009 ) Alborz,A.. Pearson D,. Farrell P, Howes A. Research Brief DCSF EPPI 09 01

Learning support assistants and effective reading interventions for ‘at-risk’ children (2005)  Savage R and Carless S

Educational Research, 47(1), March 2005, pp.45-61.

 

The longer-term effects of reading interventions delivered by experienced teaching assistants (2009) Savage R, Carless S, Erten O Support for Learning Vol 24 Issue 2

 

What article would you like to read?

1. Interventions for Literacy

2. Levels of Intervention

3. The 3 Waves of Provision

4. Expectations

5. Children with Persistent Literacy Difficulties

6. Use of the Term ‘Dyslexia’

7. Roles of the specialist Teacher

8. Frequently Asked Questions



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