Roles & Responsibilities

Twenty-five years ago, we worked with students who had mild to moderate difficulties in learning and adjustment. These students in the so-called “grey area” required extra time and attention to achieve grade-level learning outcomes but they did not fit into any special category of funded special-needs students. In those days, students who were Ministry designated special-needs students were frequently taught in separate resource rooms and were not integrated into neighbourhood classrooms.
All students must be given opportunities to be successful in school. To that end, Learning Assistance Teachers are committed advocates for children with learning differences. Learning Assistance Teachers play a vital role by providing a coordinated and integrated set of support services that include:

• school-based consultation;
• collaborative planning;
• assessment/evaluation;
• reporting; and
• direct instruction

Times have changed. In today’s inclusive classrooms we welcome students with diverse needs including those with severe learning disabilities, FAS, autism, exceptional gifts/talents, and intellectual/physical challenges. How many students have learning difficulties? In 1997, a report entitled, "Addressing Student Differences: Next Steps", estimated that 20% of students were not successful in school. For students with learning differences, Learning Assistance Teachers are the vital link between students and school success. We must not become the missing link!