Beyond the call of duty

Last week I was invited to the launch of the Malta Learning Support Association. I was truly impressed by the dedication of these people. They are icons of values that are continuously missing in the educational equation. They are passionate about their work and the children under their care. They are hands-on educators and in many cases assume the role of parents as well. Learning Support Assistants cater for many different aspects. It was a welcome change seeing so many of them sharing their love with the students and putting all their love in their work.

The main duty of an LSA is that of supporting the child in the specific needs to education attainment. Their job description would include assistance to support inclusion of the pupil in mainstream education. This seems relatively straightforward but all those who have had first-hand experience with LSAs know that their job entails far more than that. Teaching is a vocation but working as an LSA is a dedication.

In a number of countries LSAs are also referred to as ‘teaching assistants’. They help pupils with special needs to cope with the specific needs of each school, to learn as effectively as possible. With some children, traditional teachings methods are not effective. An LSA helps by finding effective ways to convey knowledge that are tailored to each pupil’s needs.

Sometimes we overlook the fact that teaching is not a one-size-fits-all exercise. Ignacio Escada has been quoted as saying “If a child can’t learn the way we teach, maybe we should teach the way they learn.” An LSA’s role is that of assisting in the management of the pupils’ social behaviour and they are indispensable in establishing the pupils’ inclusion in the classroom.

But inclusion starts from within. To improve our education, we need LSAs. They are part of the educational system and we have to treat them as equal partners for the benefit of education for our children.

According to recent statistics there are over 4,300 schoolchildren who have been certified as requiring the help of an LSA.

The number of LSAs in public, private and church schools in Malta and Gozo is almost 2,500. LSAs undergo either a 10-week course or a 20-week course and they can also follow a diploma course at the University of Malta.

There are difficulties with these courses, particularly for those wishing to obtain a diploma. In fact, out of around 1,000 applicants for this course, a numerus clausus was applied and only 50 students from Malta and another 50 from Gozo were accepted. 

Furthermore the shorter courses are almost entirely theoretical, with very little time dedicated to practical learning. LSAs are expected to learn through experience. There is no proper code of ethics and their job description is often misleading. In schools, LSAs answer directly to the Head of School, who is sometimes forced to take decisions beyond his/her area of responsibility. LSAs are not regarded as ‘teaching assistants’ and yet they form an important part of education for our youngsters.

This is a situation that has to be remedied for the good of all stakeholders. The government must and will carefully study the needs of our students and the important role of the LSA. This is why I welcome the birth of the Malta Learning Support Association.

We have to work together to ensure that these individuals are fully integrated in our educational system. We must ensure that they are fully prepared for such an important role. We must make sure that they have the right practice and placements before they take up these crucial positions.

The role of the LSA in supporting inclusion is an important one. Effective deployment of Learning Support Assistants depends on good communication with the teaching staff and a willingness to support each other in the classroom. We will support and help organise seminars by utilising renowned lecturers and provide help in the planning of workshops.

We are committed to the improvement of the way things work. So much so, that we have asked the European Agency for Inclusive and Special Education to conduct a review of our inclusion system. We need to identify strengths and weaknesses and we will then ensure that we will carry out the necessary reform.  We encourage all stakeholders to participate in this exercise, which will provide a bottom-up approach to a reform of educational inclusion. The European Agency will help us work towards the ET 2020 strategic objective, that of ‘promoting equity, social cohesion and active citizenship’.

In line with this objective, the main focus is on inclusive education and the characteristics of provision for learners with special educational needs and the implications for policy and practice, keeping in mind that both teachers and learning support assistants all are professionals, committed to supporting inclusion in whatever form it may take.

Evarist Bartolo is Minister for Education