To think a TA is not always beneficial

[Dancedanceswim]

I should clarify that I’m both a TA myself and a mum of a (now adult) ASD child. I’m in now way against TA’s in general. This is specific to one child (mild ASD/ what would have been called Aspergers) I know of where I think that, in that case, him having a 1-1 TA is an error:

• firstly, having a TA means that the whole experience at primary school is very “managed” and a bit sterile which may make it much harder for him to cope at secondary
• This is an unpopular opinion but school really isn’t all about learning - the social aspect is vital. Therefore, if a child is sat with a TA all the time they won’t be able to freely socialise with their peers or enjoy any kind of childish behaviour without being constantly managed and having someone watching them
• They’re already self conscious about being different- surely sitting a TA next to them will only make them feel more different to their peers. Also, it will signal to the other kids that they are different and potentially make them a target for bullying/ socially being ostracised
• This child is actually very bright and there are many other kids in the class who could use 1-1 help in terms of improving their progress with work.

The reason they have a TA is because their parents absolutely fought tooth and nail. However, in my opinion I’m not sure it’s actually benefiting this child and this is perhaps a theme throughout.

This is about one child but I think in more general terms that while TA’s can be a valuable asset in the classroom and for some children can be brilliant, they’re not always beneficial. Aibu?

You’re right and in some cases it can also be detrimental because the TA oversimplifies the work, therefore stultifying the child’s progress. There are some fantastic TAs but also some ineffective ones with relatively little training.

Yes

The TA should be able to assist others

It's good for dc to have a go at figuring things out themselves imo

"The reason they have a TA is because their parents absolutely fought tooth and nail."

The child would not have have got a TA (not shared with other children) without an educational psychologist stating one was necessary. The LA won't fund one without this.

This

I agree & there's evidence a TA can hinder a child’s development. I’ve seen a lot of pupils who just rely on the TA far too much & their independence skills just don’t develop. Also, some TA’s are amazing. Some are awful & literally do the work for the child, so they learn nothing.

Correct. But nope, never mind this extremely relevant fact.

According to various people - school staff, other parents, randoms on the internet! - it's just us pushy parents using our sharp elbows and stompy feet we get our own way to get something our child doesn't really 'need'!

I don't think people realise how much the vast majority of us would much prefer that our child didn't need 1:1 TA support.

A good TA, trained well and deployed correctly does not hinder a child. The research such as Sharples et al., 2015 and Blatchford et al., 2009 backs that up and is what the government guidance is based on, although many LAs and schools like to misinterpret the research.

No child gets a 1:1 solely because their parents want one and fought for one, if it is included in their EHCP it has been deemed reasonably required.

I agree, but there’s a dearth of school places which are suitable for academically able kids with ASD. There’s no easy solution.

As long as the TA's "named child" has first call on their time, it's not unreasonable for them to step back when not needed and help others. The child needs to begin to learn to work independently, and they are also entitled to their share of individual attention from their teacher.

I worked with a TA who was there for a named autistic pupil. When they started working on a task, she would check he knew what to do and was getting started, and then go round and check on the others on the special needs register, and then often some of the less confident girls. She kept an eye on her charge - if he'd lost focus then she could be straight back over to work with him.

I quite understand that parents who have fought hard for 1-1 time for their child need to know that their child has first call on that TA's attention, but I'm sure most would also understand the need to give them a little more independence. I think it's that "first call" thing which is important; the child should not be left floundering because the TA has been redeployed elsewhere.

Wow. It's hard enough to get support and people make all sorts of judgements about a child not needing support.

My autistic child struggled to the point we were seriously concerned about self harm and mental health damage. According to the school child had no problems at school and was Fine. They didn't see the daily distress, the struggle because child masks.

We have support in place now and the difference is unbelievable.

Yes that makes sense

You are not a horse with blinkers on who can see no one else apart from the EHCP child

If a pupil has full time 1:1 specified and quantified in their EHCP they have that for a very good reason, the 1:1 should not be helping other pupils. It is not for the school or TA to decide 1:1 isn’t necessary. Any school which uses the 1:1 for other things leaves the school and LA open to legal proceedings.

The issue you describe is actually to do with how that child's support is being managed. The TA can sit with other children to allow the teacher to give more support to the child. Or can observe from afar and intervene if necessary... They don't have to stick like glue and even if necessary at a young age a planned increase in independence should be made.

Yabvu to say the child is very bright so doesn't need one

That comment is so ignorant. Lots of disorders and SEN are nothing to do with intelligence.

You can be a straight A student but still need access support.

Also, with al respect OP, you say this:

"This is specific to one child (mild ASD/ what would have been called Aspergers) I know of where I think that, in that case, him having a 1-1 TA is an error"

1. There no such thing as mild ASD. Children are autistic or they are not. When people call it 'mild' really, what you're saying is the impact on SOME of the people around them - in this case. at school - seems mild. The impact on the child will not be mild whatever their appearance/presentation is (especially if they've got 1:1 support approved!) and it is also highly unlikely to have a mild impact on their family!

2. In your capacity as a TA quite frankly it's not your business nor are you qualified to make such a judgement. It's your business to get on with the job you're paid to do. As it's been explained qualified expert individuals such as Educational Psychologists (whose job it is to make such judgment calls) will have made their decision based on numerous observations, medical reports etc.

There are far too many staff in schools (not teacher bashing, most are wonderful and doing a difficult job in difficult circumstances) who wrongly think they know better than the people who are actually qualified and able to assess special educational needs. They don't. Even class teachers. It's not in their remit to argue about or even particularly have an opinion on a child's EHCP provision. It's their job, along with the school SLT to ensure that it's implemented in the classroom.

Exactly.

ds being academically able has actually created a whole host of problems for us educationally as he doesn’t really fit anywhere in the system. Having a full time 1-1 means we get the best possible for him as he can on the whole access mainstream curriculum

This is exactly our situation.

My child's TA is helping her learn to navigate the social stuff in a way she wouldn't be able to without her.

Well.as a TA you should know that it it's written into a child's EHCP,that they require X hours of1:1 support / day than it's a legal.document ,if the TA is employed as a childs1:1 than that's their job and it doesn't matter how many other children in the class might need 1:1 support that's not what they are there for.
there will.be an annual.review and the which will.look wether the support offered is still necessary

If a TA is not building independent work and social skills they aren't doing their job. (I'm a TA too)

Surely you are describing a 1 to 1 rather than a TA?

In the case you specify, they are not carrying out their role properly. The job of a 1 to 1 is to support a child to achieve independence to the bestvof the child's ability.

A TA can be a 1:1…

They could be. However, where I work they are two very different roles.

In many schools 1:1s are called TAs.

No one gets a 1-1 (especially full time just for them) unless it's needed. Do you know how hard it is to get even basic provision in place? Let alone a 1-1.