Supporting Students with Special Educational Needs

6 days ago


Ashington, Northumberland, United Kingdom GSL Education Full time

Job Summary:

GSL Education is seeking a dedicated and compassionate Graduate Teaching Assistant SEN to support students with diverse needs in a nurturing and inclusive environment.

Key Responsibilities:

  • Provide individualized support to students with Special Educational Needs (SEN) in both group settings and one-on-one sessions.
  • Collaborate with teachers to plan and deliver tailored learning activities that cater to the unique needs of each student.
  • Contribute to creating a safe and supportive classroom environment that fosters social, emotional, and academic growth.
  • Monitor and track student progress, providing regular feedback to teachers and parents to ensure seamless communication.
  • Work closely with other professionals, including SENCOs and therapists, to develop and implement effective support strategies.
  • Encourage and motivate students to build their confidence and independence, promoting a love for learning and self-advocacy.

Requirements:

  • A degree in a relevant field, such as Education, Psychology, or Special Education.
  • A genuine passion for working with children with SEN and a commitment to creating an inclusive learning environment.
  • Excellent communication and interpersonal skills, with the ability to work effectively as part of a team.
  • Patience, empathy, and a strong understanding of child development and learning theories.
  • Previous experience in a similar role is desirable, but not essential.
  • A strong knowledge and understanding of safeguarding and child protection policies and procedures.

What We Offer:

GSL Education is committed to providing a supportive and inclusive work environment that values the contributions of all team members. As a Graduate Teaching Assistant SEN, you will have the opportunity to work with a dedicated team of professionals who share your passion for education and supporting students with SEN.



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