Filed under: Book reviews | Tags: Asperger's Syndrome, classroom strategies, education, Gill D Ansell, Higher Level Teaching Assistant training, Role of TAs, role of Teaching Assistants, SEN, Special Educational Needs, successful outcomes, Teaching Assistant Training, Teaching Assistants, Working with Asperger Syndrom in the Classroom
Gill Ansell has over 14 years’ experience of working with children with Autistic Spectrum Disorders in special school and mainstream settings. She begins her book by explaining something about Autistic Spectrum Disorders and how these impact on children in the classroom. She describes her first job as a TA when she wasn’t sure what to do or what was expected of her with a refreshing candour. Now she is someone who has valid and relevant experience of working with children with AS and much to share with both parents and education professionals alike.
The book contains a wide range of strategies to use with children with AS and Gill explains in detail why they work so well. These include strategies for visual learners such as ‘The Good Book’, ‘The Feelings Book’ and ‘Oops! Cards’. There are also sections on small group work and working one to one, behaviour/anger management, and a range of strategies regarding the child’s physical working environment such as individual work stations. She talks about the stresses of break times and bullying and helping children deal with feelings and emotions.
There can be huge variations in the training and effectiveness of TAs. What is noteworthy about Gill is that her creative strategies are quite clearly aimed not just at emotionally supporting children in school but also at engaging the child in learning. She keeps going until she gets as close to this aim as possible in a bid to give the children better educational outcomes. Also many of her strategies are low cost which makes it much more likely that a school will take up suggestions from parents.
If a child’s needs are not being met at school it can be really difficult for parents to get across in meetings exactly how they would like the school to help their child. This book with its practical advice and its accessible explanations will offer lots of ideas to all parties taking part in discussions about how a school might best meet the special educational needs of children with AS in primary and secondary settings.
I have been involved with special needs education for 10 years now since my oldest son first displayed difficulties at school. I still found some new strategies in here that we can use, and I wish that this book had been available to me 10 years ago.