Classroom Assistant (Additional Special Educational Needs) supporting a child with a hearing im[...]

Education Authority; Belfast; On-site; GBP 20,000 - 25,000; Full time

Job summary

A local educational organization in Northern Ireland seeks a Classroom Assistant to support students with special educational needs, particularly those who are deaf. The role involves working closely with teachers, preparing resources, and providing one-on-one assistance. Ideal candidates will have relevant experience, communication skills, and a willingness to pursue British Sign Language qualifications. This position offers an opportunity to foster an inclusive environment and support diverse learning needs.

Benefits

Equal Opportunities Employer

Qualifications

• Minimum of one year’s experience supporting a deaf child in an education setting.
• Willingness to undertake BSL qualifications up to Level 3.
• Demonstrable knowledge of classroom assistant responsibilities and health and safety requirements.

Responsibilities

• Assist with the educational support and care of pupils with special educational needs.
• Liaise with the class teacher to prepare additional resources for children.
• Support interventions with small groups or in 1-1 situations.

Skills

Communication skills

Teamwork

Child development knowledge

Interpersonal skills

Education

BSL Level 1 certification

Job description

Classroom Assistant – Additional Special Educational Needs

Under the direction of the class teacher, outreach teacher, or Education Authority officer, assist with the educational support and care of pupils with special educational needs who are in the teacher’s care, both inside and outside the classroom.

Main Duties and Responsibilities

• Liaise with the class teacher to understand what is being taught, prepare additional resources related to the child’s needs, and identify key language skills and vocabulary development needs for the week.
• Provide support as agreed with the teacher and, where appropriate, in discussion with the pupil’s Teacher of the Deaf.
• Record progress of targeted interventions and feed back to the class teacher to inform planning and next steps.
• Support interventions with a small group or in a 1‑1 situation when required.
• Assist with access in whole‑class situations by signing what the teacher is saying at an accessible level for the student.
• Help promote a positive image of deafness and signing throughout the school.
• Facilitate the development of an inclusive environment and help the student become independent within the school environment.
• Work with colleagues to ensure the classroom layout provides a visually accessible learning environment.

Additional Special Classroom Support

• Undertake more comprehensive or invasive medical/clinical procedures.
• Help pupils with specialist communication skills or sensory difficulties access the curriculum.
• Deal with pupils with very challenging behaviour as identified by the Educational Psychology Service as requiring additional provision.

Special Classroom Support

• Assist the teacher with the support and care of pupils with special educational needs, including enabling access to the curriculum and attending to personal needs such as dietary, feeding, toileting, etc.
• Develop an understanding of the specific needs of the pupils to be supported.
• Assist with authorised programmes such as Education Plan or Care Plan, participate in evaluation, and encourage pupil participation.
• Assist with operational or medical difficulties pertaining to pupil disabilities.
• Support implementation of behavioural management programmes as directed.
• Assist pupils in moving around the school and on and off transport.

General Classroom Support

• Clarify and explain instruction; ensure pupils can use equipment and materials provided; motivate and encourage pupils as required; assist in areas requiring reinforcement or development.
• Promote independence and help pupils stay on work set.
• Meet physical or medical needs as required while encouraging independence.
• Be aware of school policies, procedures and confidential issues related to home, pupil, teacher or school work and keep confidences appropriately.
• Establish a supportive relationship with the pupils concerned.
• Prepare and produce appropriate resources to support pupils and take care of material for play sessions.
• Supervise groups of pupils or individual pupils on specified activities including talking and listening, using ICT, extracurricular activities and other duties directed by the class teacher or officer.
• Assist off‑site activities following an appropriate risk assessment.
• Provide continuity of adult care of e.g. supervising play and cloakrooms including hand washing, toileting, etc.
• Supervise or administer prescribed medicines and drugs for ill children and deal with minor cuts and grazes.
• Ensure, as far as possible, a safe environment for pupils.
• Report to the class teacher any signs or symptoms displayed which may suggest that a pupil requires expert or immediate attention.

Administration

• Assist with classroom administration.
• Assist the class teacher and/or other professionals with the implementation of the system for recording pupil progress.
• Contribute to the maintenance of pupil progress records.
• Provide regular feedback to the teacher.
• Duplicate written materials, assist with production of charts and displays, record radio and television programmes, catalogue and process books and resources.

Other Duties

• Attend relevant in‑service training.
• Assist work placement students with practical tasks.
• Carry out any other duties assigned by the Principal within the level of the post.

Person Specification – Essential Criteria

• Minimum of one year’s experience supporting a deaf child in an education setting.
• Willingness to undertake BSL qualifications up to Level 3.

Person Specification – Additional Essential Criteria

• Demonstrable knowledge of classroom assistant responsibilities, child development issues, and health and safety requirements.
• Evidence of flexible and creative work to create a child‑centred learning experience.
• Highly effective interpersonal, communication and team‑working skills.
• Evidence of effective planning and organising skills to ensure work is completed on time and to the required standard.
• Evidence of how experience and approach reflect the school’s values and ethos.

Person Specification – Desirable Criteria

• Holds at least one formal qualification in BSL (e.g. Level 1 BSL evidenced by certificate).

The Education Authority is an Equal Opportunities Employer.