Specialist one-to-one Study Skills and Strategy Support (ASC) – Salford

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Specialist one-to-one Study Skills and Strategy Support (ASC) – Salford


Locations: University of Salford
Salary: £30.20ph
Hours: Zero Hour Contract

Barry Bennett are one of the largest companies offering specialist support to students in receipt of DSA (Disabled Students’ Allowance) throughout the UK. We provide a range of support specialised to everyone’s individual needs whilst studying at university.

This specialist one-to-one support focuses on helping students to develop study skills and strategies to work effectively in a higher education context in the presence of their condition. It should be tailored to a student’s individual needs, and support workers delivering this role should set out clear goals and timescales for achieving these goals.

The role of a SS-ASC is to work with students on a one-to-one basis developing academic competences such as organisation, exam preparation, research techniques and memory skills. Our tutors deliver literacy support in the areas of spelling, punctuation, grammar and accuracy of thought presentation. To promote independent learning as well as empowering the student to manage their workload. Study skills cannot be subject specific tuition; however, tutors can work with a student using course materials as a framework.

Support workers undertaking this role should have an in-depth knowledge and understanding of autistic thinking and learning, together with an awareness of the strengths which students with these conditions can bring to a learning situation and the skills to help students make use of these strengths and overcome barriers to learning.

Main Responsibilities
  • Support should address the issues some students may have in acquiring, recalling, and retaining information of written and spoken language.
  • The role involves addressing a range of memory, organisational, attention, and numeracy difficulties that students often face when working in a higher education (H.E) context. It should be noted that these difficulties may have been identified already but they may only become evident when a student faces the academic challenges of H.E work.
  • The support should aim to develop students’ skills for autonomy in the learning environment.
  • The support should be tailored to a student’s individual needs and professionals delivering the support should set out clear goals and timescales for achieving these goals.
Requirements:
The successful applicant will possess the following qualities
  • Substantial experience of working with autistic students in either an F.E or H.E context.
  • An in-depth understanding of the effects of autism on language and learning.
  • An in-depth knowledge of how disabilities affect areas of learning.
  • An awareness of the strengths autistic students can bring to a learning situation
  • The skills to help students make use of their strengths and overcome barriers to learning.
  • Substantial experience of working with autistic students in either an F.E or H.E context.

Essential Qualifications:
The successful applicant must have the relevant qualifications and training.

Column A – Mandatory Qualifications

Must hold 1 or 2 or 3 or 4 or 5 or 6 in one the combinations described

1. Holds any undergraduate degree
AND a teaching qualification (Column B)
AND Comprehensive training in adult autism. (Item 1. from Column C)

2. Holds any undergraduate degree
AND a teaching qualification (Column B)
AND Comprehensive training in adult autism. Item 2 from column C
AND item a or b or c or d from Column D)

3. Holds a relevant undergraduate degree
A relevant undergraduate degree must contain a substantial autism component. This will be checked at audit.
For example: A relevant degree might be:

  • Special Educational Needs -
  • Disabilities and Inclusion BA(Hons) -
  • Autism -
  • Special Educational Needs and Disabilities BA (Hons) –

AND a teaching qualification (Column B).
AND National Autistic Society (NAS) Autism and Girls online course (Column C)

4. One of the following:

  • Postgraduate Certificate (PGC) in Autism Postgraduate Certificate (PGC) Asperger's
  • Postgraduate Certificate (PGC) Critical Disability Studies focusing on autism

    (NOTE the above cannot be used for both column A and B)

AND a teaching qualification (Column B)
AND National Autistic Society (NAS) Autism and Girls online course (Column C)

5. Holds a Master of Arts, Master of Education or Doctorate (MA /MEd/PhD) in Education in

  • Autism
  • Special Educational Needs and Disability
  • Critical Disability Studies focussing on autism

AND a teaching qualification (Column B)
AND National Autistic Society (NAS) Autism and Girls online course (Column C)

6. Bachelor of Education (BEd.) with Qualified Teacher Status (QTS)
AND Comprehensive training in adult autism.
Item 1 column C OR item 2 Column C
AND item a or b or c or d from Column D)

(NOTE: Both the degree certificate and certificate conferring QTS MUST be held.

A bachelor’s degree in education can include or not include QTS. The BEd. MUST confer QTS. If not, it is of insufficient level for 6.

Column B Teaching Qualifications

  • Associate Fellowship of the Higher Education Academy (AFHEA) or higher.
  • Certificate in Education (Cert Ed)
  • Diploma in Teaching English to Speakers of Other Languages (DELTA) Level 7
  • Diploma in teaching in the lifelong learning sector (DTTLS)
  • Diploma in Education & Training (DET)
  • Postgraduate Certificate in Education (PGCE/PgCert.ED)
  • Postgraduate Certificate in Education (PGCE) in Primary Education
  • Postgraduate Certificate in Education (PGCE) Post Primary Education
  • Postgraduate Certificate in Higher Education (PGCHE)
  • Postgraduate Certificate in Academic Practice (PGCAP)
  • Postgraduate Certificate in Teaching and Learning in Higher Education (PGCTLHE)
  • Qualified Teacher Status (QTS)
  • Qualified Teacher Learning & Skills (QTLS)
  • Specific Learning Difficulties (SpLD)
    a)Postgraduate certificate
    or
    b) Postgraduate diploma
    or
    c)Master’s degree
  • Post Graduate Diploma in post 14 Education (PGDE)
  • Postgraduate Certificate in Autism (NOTE this cannot be used for both column A and B)
  • Postgraduate Certificate in Asperger’s syndrome
    (NOTE this cannot be used for both column A and B)
  • Postgraduate Certificate (PGC) Critical Disability Studies focusing on autism (NOTE this cannot be used for both column A and B)
  • Post Graduate Diploma in post 14 Education (PGDE)
  • Postgraduate Certificate in Autism (NOTE this cannot be used for both column A and B)
  • Postgraduate Certificate in Asperger’s syndrome
    (NOTE this cannot be used for both column A and B)
  • Postgraduate Certificate (PGC) Critical Disability Studies focusing on autism (NOTE this cannot be used for both column A and B)
Professional body membership accepted as a teaching qualification
  • British Dyslexia Association (BDA) - Full professional membership
  • AMBDA - Associate Membership of the British Dyslexia Association
  • AMBDA FE/HE - Associate Membership of the British Dyslexia Association Further and Higher Education
  • Professional Membership
  • The Association of Dyslexia Specialists in Higher Education (ADSHE) – Professional Quality Assured (QA) Tutor membership
  • The Dyslexia Guild (ADG)
    a)Associate of The Dyslexia Guild (ADG)
    b)Associate FE/HE of The Dyslexia Guild (ADG FE/HE)
    c)Member of The Dyslexia Guild (MDG)
    d)Fellow of The Dyslexia Guild (FDG)
  • The Professional Association of Teachers of Students with Specific Learning Difficulties (PATOSS)
    a)Full membership - Specialist teacher/assessor qualified
    b)Associate membership - Specialist teacher qualified

Column C - Comprehensive training in adult autism
1. Optimum Student Support training course:

Autism and ADHD in Higher Education: Recognising and addressing the barriers through Non-Medical Helper (NMH) Mentoring and Study Skills Strategies

OR

2.Six National Autistic Society (NAS) online training modules:

  • Understanding autism
  • Autism and communication
  • Autism and sensory experience
  • Autism, stress and anxiety
  • Autism: Supporting families
  • Autism: Women and Girls
Learners will receive a certificate of completion.

AND item a) b) c) or d) from column D. (For item 2 only)

Column D - a) b) c) or d)

Not required for option 1

One of the following are required in addition to Column A (2,3,4 or 5,6) and C 2.

a) National Autistic Society (NAS) one- day face to face course in Autism and SPELL in Higher Education. This can be by individual attendance at an NAS organised course, or by attendance at an in-house course delivered by NAS tutors AND

National Autistic Society (NAS) Women and girls online training module from column C

OR

b)Autism training provided by the National Association of Disability Practitioners (NADP) ‘Working Effectively with Autistic University Students’.

OR

c)Optimum Student Support NON- MEDICAL HELPER (NMH) SKILLS TRAINING COURSE: Mentoring and Study Skills and Strategy Support for autistic and ADHD students in HE

OR

d) In-house, or other accredited training, at an HE institution or elsewhere, and accredited to at least CPD level, which must include autism in HE as its lead subject. AND

National Autistic Society (NAS) Women and girls online training module if not taken as part of 1 above

Please check that your course is accredited to at least CPD level before undertaking it.

NOTE: All training should be delivered by an appropriately qualified trainer (a qualified trainer from a recognised organisation/charity, or a trainer who can demonstrate a relevant qualification in autism) which results in a certificate of attendance

The person delivering the course should have experience of delivering training for Autism. The minimum expectation is that the level of experience should be at the same level, or higher, as the training that is to be delivered. The trainer should also have a knowledge of autistic students undertaking a course in Higher Education.

NOTE: Spectrum First may offer DfE approved in-house training days and workshops for autism to ready-made groups.

Other Information:
  • Support workers must also undertake 10 hours of Autism relevant CPD annually
  • You must be eligible to work in the UK
  • Must provide a current basic DBS check.
  • Must be able to support students on campus and remotely
Benefits to include:
  • Competitive pay
  • Holiday Pay
  • Flexible working hours
  • Zero Hour Contract
As a Disability Confident Leader, Barry Bennett Ltd will undertake to interview an applicant with a disability who meets the minimum criteria for a job vacancy and will consider them on their abilities. If you wish to be regarded as disabled for this purpose, please indicate this on your application. Additionally, if you require information in accessible formats, please request this.

Please email your CV and covering letter to: Email: [email protected].

We welcome speculative approaches. If you are interested in a career as a support worker at Barry Bennett Ltd, please submit your CV with a covering letter by post or email to the address below:

FAO: Scott Hunter
Barry Bennett Ltd
Bennett House
Viking Street
Bolton
BL3 2RR

Email: [email protected]

Please Note - No Agencies

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