Our Service - Support Workers
Information for specialist tutors, support workers
and non-medical helpers
Our clients are people who may require support within their
education or employment. For example, they may require a
dyslexia tutor, a mobility trainer, a non-medical helper,
a notetaker, a reader or any other support worker.
This will have been previously approved by
their funding body (opens in new window) or Access
to Work (opens in new window).
We compare client requirements with the profiles of our
agency workers.
If you are tutor, non-medical helper or support worker
we can offer you:
- Regular opportunity for work in accordance
with your preference
- Regular payment, with tax and NI covered.
- Guidance and training.
If you are interested in working with Learner Support
please contact us. We have information packs available
and will be more than happy to send one to you. We
are recruiting support workers at all times.
We will process your application, take up references
and ask for evidence of a 'CRB disclosure check' (opens in new window) .
Your details will be stored on our database.
Information about skills, experience and qualifications is
made available to clients; however we do not release
personal information.
We recruit for a number of roles, including those listed below. Brief details
are included in the table as to the qualifications
required. Full job descriptions are available from
Learner Support on request.
Recruitment details of Learner Supports roles and qualifications required
Role |
Qualification requirements |
| Personal Support Assistant |
Experience of providing support
or working with adults |
| Library Support Assistant |
Experience of providing support or working with adults,
preferably with experience of academic library systems |
| Note Taker |
Good standard of education. Clear, legible handwriting
and/or competent keyboard skills, accurate spelling and grammar. Experience
of providing support or working with adults preferred |
| Reader |
Good standard of education. Clear reading voice |
| Support Key Worker /
Subject Support Worker |
Degree or equivalent.
Relevant postgraduate qualification |
| Specialist Disability Support Worker |
Degree or equivalent relevant specialist qualification
eg mobility trainer, braille specialist |
| Specialist Technology Trainer |
Degree or equivalent relevant specialist qualification
eg software trainer |
| Support and Guidance Mentor |
Degree or equivalent relevant postgraduate qualification eg counselling
skills certificate |
| Dyslexia Support Tutor |
Degree or equivalent. Full Teaching Certificate or equivalent. Certificate
in Teaching People with
Specific Learning Difficulties. |
| Study Support Tutor |
Degree or equivalent. Full Teaching Certificate or equivalent. Relevant
postgraduate qualification. |
| Specialist Support Tutor |
Degree or equivalent. Full Teaching Certificate or equivalent. Advanced
Certificate of Education/
Post Graduate Diploma or equivalent. |
Details will be stored on our database until
a client and support worker are matched.
Client requirements are compared with the profiles of
agency workers. We will guide you through
the selection process.
Once a decision has been made we will provide the client
and the support worker with the administrative paperwork
required, for example job descriptions, time sheets,
guidance and information leaflets.
Learner Support is the first point of contact in relation
to any queries. Clients and support workers are
most welcome to contact us
to discuss support.
The non-medical helper or support worker will be
provided with guidance and advice in relation to
day to day working, including a 'Handbook for
Support Workers' and with a 'Code of practice
for support workers'.
The support worker will be provided with a
Contract for Services and time sheets. Payment
for services will be made by Learner Support.
The following information may be useful when working
as a specialist tutor, support worker or non-medical
helper
Autistic spectrum disorders (ASD) are a range of social
and communication disorders including autism and
Asperger's syndrome. People with ASD can be unaware
of body language and social boundaries. They are likely
to use language literally, and may misinterpret what is
being said due to difficulties recognising facial expressions,
tone of voice and intonation.
- Use clear and unambiguous language. Avoid
using figures of speech, sarcasm or metaphors.
- Some people with ASD may avoid eye contact,
and may therefore appear aloof or uninterested.
- The person may not respect your personal space
and social boundaries.
- The person may be very uncomfortable with
physical contact; ask before you shake hands.
- Do not rush the person.
- People with ASD often rely heavily on routine
and adapt badly to changes to this routine.
Bear this is mind if there are last minute changes
to schedules.
- Do not make assumptions about how a deaf
person will communicate. For example, a
person may communicate by sign language,
or may lip read, or may use a hearing aid.
Always ask about the person's preferred method.
- If you need to attract the person's attention,
do so by lightly touching their arm or with a
wave of your hand.
- If an interpreter is present remember to speak
to the person you are meeting rather than to the
interpreter. This may seem awkward to you
because the person who is deaf or hard of
hearing will be looking at the interpreter and
may not make eye contact with you during the
conversation.
- If you are speaking through an interpreter,
remember that the interpreter may lag a few
words behind - especially if there are names
or technical terms to be fingerspelled - so pause
occasionally to allow the interpreter time to
translate completely and accurately.
- Unless you are specifically requested to do so,
do not raise your voice when you are speaking
directly to a person who is deaf.
- Sometimes it may help to use written notes,
but again ask the person.
- Do not assume that everyone who is deaf can
lip read. Always ask the person when you first
meet them. If they do lip read remember the skill
is never wholly reliable. It requires intense
concentration and is very tiring.
There are some guidelines to follow when meeting
a person who is lip reading:-
- look directly at the person and speak slowly
and clearly.
- do not shout or over-emphasise speech as
this will make lip-reading more difficult.
- use facial expressions, gestures and body
movements to emphasise the words used
(only 3 out of 10 words are visible on the lips).
- face the light and keep hands, cigarettes and
food away from your face when speaking.
- People with dyslexia may experience difficulties with
reading, handwriting, spelling, organisation of written
work, memory, sequencing and concentration span.
They may be unwilling to ask for help or clarification
because they do not want to highlight their difficulties.
Being sensitive to this can help an individual to talk
about what support they might require.
- Give people with reading difficulties plenty time to read
and understand the text. Do not expect them to read
aloud in public or comment at once on a piece of writing.
- Forms can be difficult to complete. Ask if support is required.
- Make sure instructions are clear, written in clear print or
delivered at a reasonably slow pace if given orally.
- Produce written information in a font of at least 12 point
size, and in a clear sans serif font such as Arial or
Comic Sans. Headings are best in Verdana bold.
- If someone has a mobility impairment do not assume
this means they use a wheelchair. They may use crutches
or a stick, or have a condition such as arthritis which
makes fine control of movement difficult. They may use
a wheelchair on some occasions and not on others.
- Never move someone's crutches, walker, cane, or other
mobility aid without permission.
- A wheelchair is part of the body space of the person
who uses it. Do not lean on it. Attempt to put yourself
at the same level by sitting on a chair.
- When meeting people who are wheelchair users, or
people who have difficulty walking, remember that
accessible venues should be chosen eg on the ground
floor with level access, or served by an accessible lift.
- Do not correct or speak for a person with a speech
impairment. Wait while the person talks and do not
finish their sentences.
- If you do not understand what is being said, do not
pretend you do. Ask the person to repeat it, maybe
several times. People are usually used to repeating
what they say.
- Be sure that you have understood fully what the
person is meaning. It may be helpful to say what
you have understood and ask the person to repeat
the rest.
- Identify yourself clearly first of all and introduce
anyone else who is present. Try to indicate where
they are placed in the room.
- When offering a handshake, say something to
indicate that you wish to shake hands.
- When assistance is required in unfamiliar territory offer to help by asking, "do you
want to take an arm". This will enable you to guide
rather than propel the person.
- When offering a seat, first place the person's hand
on the back or the arm of the chair so that they are
aware of the position of it.
- When talking to a group, remember to say the
name of the person to whom you are speaking.
When talking in a group, ask everyone to say
who they are as they begin to speak.
- At the end of a conversation do not leave someone
talking to an empty space. Say when you wish to end
a conversation or to move away.
- A visually impaired person may use a guide dog.
A guide dog is a working animal and should not be
treated as a pet.
Top of page 
|
