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Updated March 1, 2008
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| Guiding Principles for Learning Assistance Teachers | ||||||
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LATA supports the principle of inclusion adopted in British Columbia schools, a position that supports equitable access to learning by all students and the opportunity for students to pursue their goals in all aspects of education. We believe that by working together with parents and the community we can give all students the best opportunities for success. The principle of inclusion guides education in British Columbia. Inclusion is the belief that all children are welcome in their neighbourhood schools. An inclusive classroom is one in which all students, regardless of performance level, are educated with their chronological peers. Canadians are an increasingly diverse population and, not surprisingly, student diversity is increasing in our classrooms. Picture a “typical” class in any BC school. You can expect that 10% of students have low or high incidence special needs Ministry designations (i.e., autism, chronic health, mental illness, learning disability, intellectual disability, gifted, etc.). Expect to find 20% of students in the “grey area". These students do not have a Ministry tag but are not yet meeting expectations in school. On average, 40% of students are not fully meeting learning outcomes. ESL students can be expected to make up 10% of the class. The remaining 20% of students are fully meeting or exceeding expectations. Therefore, 80% of students in our inclusive classroom have learning differences that affect success in school. A recent BCTF study (Naylor, 2002) revealed that teachers accept the philosophy of inclusion and continue to support initiatives that make schools more inclusive. But teachers are concerned about a perceived lack of recognition of the practical teaching issues in an inclusive setting. Indeed, 43% of teachers surveyed did not feel confident teaching in inclusive classrooms. One question dominates the professional dialogue of teachers in BC: How do I teach students with such diverse learning differences? Learning assistance/resource teachers are specialists who provide a coordinated and integrated set of support services for teachers and their students with diverse learning needs. Services include: consulting, collaborative planning, and direct teaching. They also direct teacher assistants, volunteers and peer tutors in instructional procedures. They adapt and modify curriculum and instruction. Their role includes: assessing, evaluating and reporting progress; maintaining records; and facilitating smooth transitions between school levels. The decision to provide an inclusive educational system to which all children are entitled is not based on economics or legislation -- but on values. What values do we believe in? What kind of people are we? What kind of society do we want for ourselves and our children? What must be done to structure an inclusive educational system dedicated to the elimination of social inequalities? Learning assistance is the vital link between the belief in inclusion and the practical reality of making it happen. Learning assistance/resource specialists must not become the missing link! As Learning Assistance Teachers we believe that all students should have the opportunity to:
Updated January 4, 2008
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| Roles and Responsibilities of the Learning Assistance Teacher | ||||||
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| Goals for 2009-2010 | ||||||
Learning Assistance Teachers’ Provincial Specialist AssociationProgram and Priorities for 2009-2010LATA continues to advocate for a fully funded inclusive education system. Unfortunately, given the chronic underfunding of education in this province, we see the continual eroding of the strength of public education. A recent article reports that in Metro Vancouver private education enrollment rates are up with parents quoted as saying that the reason for the switch from public to private was based on the lack of access to resources due to financial restraints. What many fail to realized is “…as goes public education, so goes democracy”. Inclusion is the cornerstone of a democratic education system. As we have outlined in the past, up to 80% of students in our inclusive classrooms have learning differences that require changes to curriculum and instruction if they are to be successful.
The philosophy of inclusion promotes the acceptance of all students. Students have a right to be educated with their peers in a meaningful manner. As long as there is a severe lack of funds and a categorical model of funding students, the focus reflects deficits rather than abilities and how to cope rather than address the underlying issues. It is necessary to examine other non-categorical models to move ahead with inclusion. One promising practice comes from examining the principles of Universal Design for Learning. The UDL framework promotes the development of inclusive classroom goals, methods, technologies and materials. LATA continues to be a leader in promoting knowledge regarding UDL, one of our top priorities this year, in order to help teachers bridge the difficult divide between research and practice.
Another area that needs continued examination is declining support for inclusion among teachers. We will continue to advocate for adequate student and teacher supports for program implementation. The demands placed on the teacher to accommodate every learner when using traditional, rigid, print-based curriculum is cumbersome and ineffective. Ironically, while declining enrollment is seen across every district, special education continues to be a growth area. However, the resources needed to support this diverse population continue to disappear at an alarming rate.
The Learning Assistance Teacher position that was originally created to address the “grey-area” students has shifted to a Learning Resource Teacher model. Prior to 1973, remedial reading teachers supported students in the grey area who struggled with learning to read. In 1973, the ministry broadened the job description so that students in the grey area who were struggling to learn could be helped in more ways than just learning to read. The title “Learning Assistance Teacher” was created and a significant budget was granted to purchase materials and fund the program.
The current model, as outlined in The Ministry of Education Special Education Manual of Policies, Procedures and Guidelines, states that Learning Assistance Teachers provide “school-based, non-categorical resource services designed to support classroom teachers and their students who have mild to moderate difficulties in learning and behavior.” That is no longer an accurate picture. Over the past three decades and in the last five years in particular, the role of the learning assistance teacher has altered dramatically. Learning assistance teachers in many school districts have become blended into a generalist role that serves the needs of all students with learning needs, regardless of category. These changes come at a high cost.
This current model incorporates a large area of responsibility with no class size limits. Reports of Learning Resource Teachers who have caseloads of over 100 students are common. Add to this the fact that large numbers of these teachers are not employed in a full-time capacity in this role and the situation becomes more difficult—so much so, in fact, that a significant number of experienced teachers are leaving the role (Naylor, 2003). These positions often become filled by beginning teachers with fragmented assignments. The role that was once filled with individuals who had amassed a wealth of knowledge to support teachers, students and parents has become an entry level position. Reports from school districts around the province reveal a severe shortage of qualified, experienced teachers willing to accept learning assistance positions. The principles of support as outlined in the paper Grey Area Students: What’s missing in the discussion of class composition? (Sparks, Myrtle and Fewster) offers up a useful integrated model of support. These principles include:
Supporting these principles requires the following resources and opportunities:
Why is this so important to Learning Assistance Teachers? It is important because all students require a classroom placement that addresses their instructional needs. This situation can be successfully managed if the conditions described above are met. This requires a commitment and partnership from all parties. Reclaiming the role of learning assistance teacher requires actively reclaiming our own teacher professionalism. To enable learning assistance teachers to work effectively with diverse children and the complex learning needs in our inclusive schools, we must empower teachers. To empower teachers we must promote professional development for teachers and not professional development of teachers. LATA Goals for 2009-2010
With the concerns and the directions listed above as a guide, LATA has two main goals for 2009-2010. They are: Goal # 1: Provide opportunities for professional development, professional support and mentoring opportunities for our members and colleagues.
Objectives:
Activities:
Goal #2: Inform, advise and advocate on behalf of learning assistance teachers in particular and public education in general.
Objectives:
Activities:
Evaluation of LATA's 2009-2010 Programs LATA will use qualitative as well as quantitative data to evaluate the success of its program.
Goal # 1: Provide opportunities for professional development, professional support and mentoring opportunities for our members and colleagues
Goal # 2: Inform, advise and advocate on behalf of learning assistance teachers in particular and public education in general
Outside Representation during the 2008-2009School Year
Respectfully submitted, Janice Neden, B.G.S./M.Ed. LATA President September 2009
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| Changing Times | ||||||
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