AUTISM SPECIALIST 1-2-1 STUDY SKILLS & MENTOR SUPPORT - (SS-ASC & SM-ASC)

Locations: Norwich
Salary: £30.20ph
Hours: Zero Hour Contract
IMPORTANT: All applicants would be expected to support face to face on campus and remotely. Relevant memberships are mandatory and will be checked prior to interview (see essential qualifications below).
Barry Bennett Ltd 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.

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:

IMPORTANT: The requirements for these roles can vary depending on your qualifications and direct Autism training in higher education so if unsure please get in touch or check out the criteria on the Dfe website here: final-nmh-qualifications-matrix-july2023.pdf (slc.co.uk)

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)
OR
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)
OR
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)
OR
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)
OR

1. 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)
OR
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

• 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.