Support Workers' Resources

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1. Role Description
    
2. Person Specification
    
3. Frequently Asked Questions

Responsible to

• Access SUMMIT, Randstad, Student and University Disability Support Services

Main Purpose of the Job

• To provide multi-sensory tuition and study skills support to dyslexic and disabled students attending the consortium universities.

Source of funding

• Disabled Students Allowance, Hardship Funds, University, Student, Other

Grade / Scale

• £25.04 per hour (last set in September 2005 and subject to annual review)

Key Duties and Responsibilities

1. To deliver support tuition to students with specific learning difficulties including dyslexia;
2. To encourage the student to develop independent learning and study skills;
3. To work with the student to identify learning styles and strengths and utilise these to facilitate independent learning;

4. To assist the student with study skills, planning, organisational and research skills and examination preparation as appropriate;

5. To prepare for each session with the student including preparing individualised resources  in advance;

6. To advise the student on a range of approaches and strategies which they may adopt to facilitate all areas of study and learning;

7. To be aware of and familiar with the range of support mechanisms, including technology, which the student has access to and use this to underpin tuition with the student;

And to

1. To attend meetings to review the operation of the Support Worker Service, to network with colleagues and for purposes of professional development and resourcing;

2. To undertake continuing professional development as appropriate to maintain currency;

3. To follow the Code of Practice for Support Workers.

Qualifications

• Degree or equivalent or evidence of higher level study;
• Teaching / lecturing / training qualification(s) or equivalent experience
• BDA qualification or successful completion of Access SUMMIT Support Tuition Course - n.b. those without this qualification may be able to support students on probationary basis until such a course is completed.

Knowledge and Experience

• Knowledge of HE institutions;
• Knowledge of appropriate mechanisms and strategies to support study for disabled students in HE;
• High level of IT Literacy including use of assistive technology resources;
• Knowledge of the nature of dyslexia and/or other disabilities;
• Experience of working with adults with dyslexia and/or other disabilities in Further/Higher Education;
• Ability to maintain confidentiality, behave in a professional working relationship with students allocated and maintain a patient and understanding attitude.

Other

• Willingness to work at and travel to a variety of locations.
• Access to Internet/email;
• Commitment to professional development;
• Commitment to networking with colleagues;
• Commitment to the role for a minimum of one full academic year;
• Excellent organisational, verbal and written communication skills, patience and enthusiasm;
• The ability to communicate effectively and foster good relationships with staff, students and others as appropriate;
• Flexibility of attitude and understanding the requirements of students with disabilities.

A student may need Support Tuition because generalized advice offered by a University / department may not take into account the student's different and unique learning skills and styles.

Generally, the dyslexic style of learning requires that teaching is made in small steps, using a multi sensory approach and building on the level of understanding already acquired. Students may have difficulty transferring skills learnt between assignments. The aim of support tuition is to move students forward at their own pace and to encourage independent working.

The following list is offered as suggestions for legitimate Support Tuition activities.

• Approach to assignments, making good choices relevant to skills and interests

• Planning

• Structure of Writing

• Different Writing Styles

NOTE TAKING

• Critical Analysis

• Use of diagrams and mind mapping

• Coping with poor spelling, use of IT, work on key words

LIBRARY RESEARCH

• Orientation, location of relevant subject material, explanation of book spine references - The library is a difficult environment for many dyslexic students. Plan sessions to accompany the student to the library.

• Information gathering

• Document organization

• Finding staff who can help

RESEARCH

• Explanation of index, contents page, introduction and conclusion.

• Scanning

• How to store, sort and use material - The dyslexic student can easily feel overwhelmed

• Plagiarism and its dangers - Dyslexic students can often be drawn into plagiarism and need to know how to avoid it.

• Noting details to quote in referencing

• Referencing conventions

• Undertaking Internet research

• Develop researching skills / searching techniques

• Discrimination of sources - The unconfident reader can trust too easily

• Use of journals and newspapers

WRITTEN ASSIGNMENTS & DISSERTATION

• Question analysis

• Assignment initiation

• The student must always make the first attempt at work

• Discuss Faculty / School / Department guidelines

• May ignore the papers issued

• Read and discuss module learning outcomes and marking scheme

• Demonstration of writing skills

• Formal style presents difficulties especially where the path to degree course has not involved A levels

• The tutor is not there to teach theory or analyse research data; the understanding and interpretation must be the students own

• Scribe student's thoughts when necessary

• Lead or focus their thinking by using questions, do not give answers.

• Strategies to plan dissertation - structure

• Using assistive technology where appropriate

EDITING SKILLS

• Read the students work aloud

• To see if student can pick out clumsy phrasing and poor construction

• Grammatical errors - Point out any errors of grammar, sentence structure, explain why it is wrong and work with the student and encourage them to use alternatives. If sentences are overly verbose placing the student at risk of failing because of a high word count, read the sentences aloud and ask the following:

• How could you put this more simply?

• What are you trying to say here?

• Scribe answers

• Check and clarify ideas and facilitate proof reading

• Support tutors should not  correct work following proofreading. Any proofreading undertaken must be used constructively to acquire an understanding of the difficulties experienced by the student and to develop a student’s ability to identify / avoid his / her own errors.

ORGANISATIONAL ISSUES

• Discuss the time restraints on assignments

• Work out timetable if necessary

• Unstructured week- unhelpful to students

ICT/ Assistive Technology

• Promote and encourage independence by encouraging use of equipment provided

• Significant funds are spent on technology but some students fail to make effective use of it.

• Provide additional training in use of assistive technology

• Some students perform better having regular encouragement to use scanner, text to speech software, audio recording equipment and having the use of such resources demonstrated with real work.

EXAMINATIONS

• Revision techniques

• Time planning in examinations, use of additional time and need for planning

• Styles of Questions

• Role of the Amanuensis, explanation of systems and practice session

NUMERACY

• Help with Mathematical Language

• Understanding of financial topics and statistical concepts

• Use of computation aids,  IT programs and calculators

The following are a selection of questions you may come across in your work. The answers are a suggestion only. If you cannot resolve an issue you should always contact Access Summit or the Disability Adviser at the university where the student is studying.

Q - What happens if I don’t get on with the student allocated to me?

A - Try diplomatic discussions with them. Is it insoluble? Does it matter for the type of work you are doing? As a last resort contact Access Summit and we will allocate the student a new NMHER and find you another student, but please do not stop working with the student until alternative support arrangements have been made.

Q - What happens if I don’t get paid?

A - Check with Randstad to see if there is a reason. If you have your timesheet signed and submitted it on the due date there should usually be no problem.

Q - What should I do if the student has a problem with the lecturer?

A - Encourage the student to speak to the lecturer themselves to resolve any problems. If things seem insoluble encourage the student to talk to a Disability Adviser in the university. If the student has not resolved their problems, the Personal Support Coordinator will take up the issue with the disability adviser

Q - What should I do if I think the student is struggling with their course work and /or I think the support package should be changed / enhanced?

A - Encourage the student to speak to a Disability Adviser who in turn can contact the student’s department and / or the student's funding body to modify the recommendations relating to the support needed.

Q - If the student wants to work over the holiday period and hasn’t used his allocation of hours can we meet out of term time?

A  - Maybe…support over the Christmas and Easter breaks should not prove to be a problem but the DSA is only for the duration of the academic year and so for some students there may be no entitlement to support over the summer break. If you believe that the student is in need of support over the summer period then you must check this out with Access SUMMIT before delivering such support.

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