Learning Support Assistant Course

Lesson 1 • Legal and Ethical Frameworks

Covers disability rights legislation, confidentiality obligations, and professional ethics. Ensures specialists operate within regulatory and ethical boundaries from day one.

Lesson 2 • Principles of Inclusive Education

Introduces universal design for learning and equity-based access principles. Provides the philosophical foundation for all support strategies covered in the course.

Lesson 3 • Self-Care and Professional Sustainability

Addresses burnout risk, emotional labour, and sustainable work practices specific to support roles. Prepares specialists to maintain effectiveness over a full career.

Lesson 4 • Collaboration and Communication Basics

Introduces effective communication with teachers, families, and administrators. Establishes collaborative habits essential for integrated support delivery.

Lesson 1 • Social-Emotional and Behavioural Profiles

Explores anxiety, ADHD, autism spectrum profiles, and trauma-related behaviours. Links emotional regulation to academic engagement and support planning.

Lesson 2 • Overview of Learning Differences

Surveys the spectrum of learning differences, from dyslexia to giftedness, without pathologising learners. Establishes a strengths-based lens used throughout the course.

Lesson 3 • Cognitive and Academic Profiles

Examines how processing speed, working memory, and executive function affect academic performance. Connects cognitive profiles to practical support decisions.

Lesson 4 • Language and Cultural Factors

Addresses multilingual learners, dialect variation, and culturally responsive practice. Prevents misidentification of cultural difference as learning disability.

Lesson 1 • Documenting and Sharing Assessment Data

Covers data organisation, progress monitoring records, and ethical data sharing with teams. Ensures assessment information drives ongoing decision-making rather than filing.

Lesson 2 • Interpreting Standardised Assessment Reports

Explains standard scores, percentile ranks, confidence intervals, and eligibility criteria. Enables specialists to translate psychoeducational reports into actionable support decisions.

Lesson 3 • Functional Behavioural Assessment Basics

Introduces antecedent-behaviour-consequence analysis and function identification. Connects behavioural data to intervention design covered in Chapter 5.

Lesson 4 • Types of Educational Assessment

Distinguishes formal, informal, formative, and summative assessments and their purposes. Provides the taxonomy needed to select appropriate tools in later sections.

Lesson 1 • Selecting Accommodations and Modifications

Distinguishes accommodations that level access from modifications that alter content expectations. Guides appropriate selection based on individual learner profiles.

Lesson 2 • Facilitating Collaborative Plan Meetings

Prepares specialists to organise, facilitate, and document team planning meetings effectively. Builds on communication skills from Chapter 1 in a formal planning context.

Lesson 3 • Monitoring and Revising Plans

Establishes cycles for reviewing goal progress and adjusting plans based on data. Ensures plans remain responsive rather than static documents.

Lesson 4 • Anatomy of an Individualised Plan

Breaks down the required components of individualised education and support plans. Provides a structural template applied in all subsequent planning sections.

Lesson 1 • Supporting Numeracy Development

Covers concrete-representational-abstract progression, number sense, and maths fact fluency. Equips specialists to address dyscalculia and general maths difficulties.

Lesson 2 • Explicit and Systematic Instruction

Covers direct instruction models, worked examples, and gradual release of responsibility. Forms the instructional backbone for supporting learners with significant academic gaps.

Lesson 3 • Supporting Literacy Development

Applies structured literacy principles to phonics, fluency, vocabulary, and comprehension support. Addresses the most common academic need area encountered by specialists.

Lesson 4 • Scaffolding and Differentiation Techniques

Teaches task analysis, chunking, graphic organisers, and tiered task design. Enables specialists to adapt any lesson for varied readiness levels.

Lesson 5 • Multi-Sensory Learning Approaches

Introduces kinesthetic, auditory, visual, and tactile instructional methods. Broadens the specialist's toolkit for learners who do not respond to single-modality instruction.

Lesson 1 • Designing Behaviour Intervention Plans

Translates functional behavioural assessment data from Chapter 3 into structured intervention plans. Teaches replacement behaviour selection and implementation fidelity.

Lesson 2 • Social-Emotional Learning Integration

Embeds social-emotional learning skills into academic support sessions and transitions. Strengthens self-regulation and interpersonal skills alongside academic progress.

Lesson 3 • Crisis Prevention and Response

Covers warning sign recognition, de-escalation protocols, and post-crisis recovery procedures. Prepares specialists to maintain safety while preserving the therapeutic relationship.

Lesson 4 • Trauma-Informed Support Practices

Applies trauma-informed principles to daily interactions, routines, and crisis prevention. Reduces re-traumatisation risk and builds felt safety for vulnerable learners.

Lesson 1 • Family Partnership and Engagement

Builds skills for culturally responsive family communication, home-school alignment, and conflict resolution. Strengthens the support network surrounding each learner.

Lesson 2 • Supporting Paraprofessionals

Covers directing, training, and supervising paraprofessionals who implement support plans. Ensures consistent, high-quality delivery of individualised supports across all settings.

Lesson 3 • Consultation and Coaching Skills

Teaches collaborative consultation cycles, instructional coaching conversations, and teacher capacity-building. Extends the specialist's impact beyond direct student contact hours.

Lesson 4 • Co-Teaching Models and Structures

Surveys one-teach-one-support, parallel, station, and team-teaching models. Enables informed selection of the model that best fits lesson goals and student needs.

Lesson 1 • Reflective Practice and Self-Assessment

Teaches structured self-reflection protocols, video analysis, and peer observation. Develops the metacognitive habits that distinguish expert practitioners from novices.

Lesson 2 • Evaluating Support Programme Effectiveness

Introduces logic models, outcome metrics, and stakeholder feedback tools for programme evaluation. Connects individual student data from earlier chapters to programme-level analysis.

Lesson 3 • Professional Learning and Credentialing

Maps pathways for continuing education, professional certifications, and specialist credentialing. Motivates ongoing learning by connecting credentials to career advancement.

Lesson 4 • Using Data for Continuous Improvement

Applies plan-do-study-act cycles and root cause analysis to refine support practices. Builds a systematic improvement habit grounded in evidence rather than intuition.