Number of parents/carers participating: 16
Monthly training workshops included:
- Organisation and methodology at SKIP.
- The role and duties of being a teaching assistant.
- Appropriate behavioural management inside and outside of the classroom.
- Caring for children who have special educational needs.
- The importance of rules and boundaries inside and outside of the classroom.
- Team work and working independently.
In parent/carer feedback at the end of the year, the participants said that they felt valued, grateful, useful, capable, more empowered even in their personal life and that they were more enthusiastic than ever to continue working and learning inside the classroom.
The Carers as Teaching Assistants Project trains and supports parents and carers who are participants in the main SKIP programme to volunteer once per fortnight within the Primary Education Programme.
Following regular monthly training sessions and individual support form the Primary Education Coordinator, parents and carers are helped to recognise their ability to grow through observing educational role models in situ. Through working in the classroom, collaborating and coordinating with the teachers in the class, parents and carers are able to apply the knowledge they have acquired through the social work training programmes, as well as using their own personal knowledge. In this way, we have constructed a joint learning process and a continuum between all parties involved: the parent or carer working as teaching assistants, the voluntary teachers and SKIP???s students.
- Parents and carers more involved and aware of their child???s educational needs
- Increased family involvement in the implementation and success of SKIP???s education programme.
- Acquisition of behaviour management techniques which will have an impact on family dynamics.
- Each student to receive more individual attention during their classes at SKIP.
Participants are selected depending on:
- The range of skills they have learnt since becoming a member of the organisation.
- Their attendance, interest and active participation in Social Work workshops.
- Improvements and progress in their social, personal and family life.
- Their level of academic knowledge.
Once they have been selected, individuals can decide if they want to start training as a teaching assistant as participation is not obligatory.