La angustia y la ironía

4.4.1.1. What is your highest level of education?

Table 5: Summary of level of qualification indicated by TASCA respondents

Level of qualification

Level 1

Level 2 Level 3 Level 4 Level 5 Level 6 Level 7

Total

Number 0 6 13 3 1 14 0 47

https://www.gov.uk/what-different-qualification-levels-mean/overview

Qualifications in England, Wales and Northern Ireland are grouped into levels, from entry level (e.g., Entry level Functional Skills ) and Level 1 (GCSE grades D-G) to Level 8 (e.g., Doctorate). The most commonly occurring levels cited were at Level 3 - equivalent to A and AS level and NVQ level 3, and at Level 6 - equivalent to Bachelor’s degree and BTEC Advanced Professional Award. One respondent had completed part of a Masters degree.

3 respondents provided non-standard answers to this question, including ASD training received (e.g., ASD training level 3), and Elklan (speech, language and communication training) levels (e.g., Elklan speech and

language Level 3), and therefore, numbers within the table above do not add up to total number of questionnaires completed.

4.4.1.2. How many years’ experience do you have as a TA?

Respondents to the TASCA had a wide range of experience, indicated to be between 0 and 20 years. 7 respondents had no full years or one full year’s experience within the role. 14 respondents had 5 years or less experience. 4

having 16 years experience, one having 17 years and one having 20 years experience. 25 TAs answered this question.

Figure 7: Scattergram to show number of years experience as a TA for those completing the TASCA

4.4.1.3. Have you attended ASD specific training? Please detail.

Table 6: Summary of ASD-specific training received by TAs completing the TASCA

ASD-specific training attended

In house training and initial guidance from SENCo. Also ELSA training.

Yes SENIP foundation degree. I have an ASD child so have 10 years of constant training and knowledge seeking with him. I have worked in a speech and language

communication school which has 64 children all with ASD or other SEN requirements. I am training in Makaton also.

Early Bird Programme

(Local special school A) Sensory Processing Disorder training

Supporting ASD Children with social and communication difficulties

TEACCH week training.

ASD-specific training attended

In university I studied Ed Psych. and did most of my practical hours in behavioural therapy.

I attended a study sensory processing integration disorder programme and training.

I attend local ASD training offered to parents/carers of ASD children.

Yes, Numerous. Currently completing a years worth of training to qualify as Autism Lead.

AET Level 1, 2 and 3, EarlyBird Plus, Social Stories, Autism and Happiness, Intensive Interaction, Sensory Processing, Supporting Learning in the Classroom, Communcation for Non-Verbal and emerging, Social Understanding.

Early Bird course, ASD course at (local special school C). General training during my degree.

1 half day training led by local school for children with ASD, plus relevant training in previous role as Connexions Adviser.

Yes - a short course at (local special school B),

Yes - ASD training with (other borough provider).

My own son is ASD so I had input and training from the ASD nursery my son attended before I worked with children at schools. This meant that my understanding of the condition, although from a parent perspective, was very secure and skills learnt as a parent were transferable. Have had ongoing training during staff Inset days provided by an outstanding school for ASD . Many skills learnt on the job.

Earlybird Plus and Cygnets.

Autism in the Classroom, Autism Awareness, Pathological Demand Avoidance.

Yes through (local special school A) and (local special school C).

ASD training levels 1,2 3 MAPPA training (positive touch).

yes various training programmes.

3 day TEACCH training course at (local special school A).

Of the 50 responses to the TASCA, 23 participants provided information in relation to ASD-specific training received (above). 7 staff noted that they has received no ASD-specific training. 20 elected not to complete this question. It

is not known whether this means that they had had no training, or whether they had received training but elected not to provide a response.

As can be seen, a number of staff had been able to take advantage of the training offered by their local special schools within county. The TEACCH training is also offered by these settings. 4 TAs had attended the 8-week EarlyBird Plus (EB+) course where training takes place alongside

parents/carers. Others had been able to draw on a range of related

opportunities. ELSA (Emotional Literacy Support Assistant) training, offered by the EPs was listed once but mentioned twice in SSIs (below). 2 TAs indicated that they were parents of children with autism and had developed their skills experientially over a number of years.

4.4.1.4. Does the child you support have a statement of Special Educational Needs or an Education, Health and Care plan?

43 of the 49 (89.58%) participants who answered this question indicated that children being supported had a Statement of Special Educational Needs or Education Health and Care plan. 5 (10.42%) of the participants indicated that children being supported had no statement or plan. 1 respondent answered, “don’t know” to this question.

4.4.1.5. Are the expectations of the role clear?

36 respondents (72%) selected “Yes”, 13 respondents (26%) answered in the negative. 1 participant did not answer this question. The implications for this are explored in depth within the next chapter.

4.4.1.6. Would you be willing to take part in a short interview with the researcher at a time and a place to suit?

29 out of 49 (59.2%) participants who answered this question agreed to take part in an interview, and 20 (40.8%) indicated that they would not be willing

to do so. 1 participant declined to answer. This data is further examined below.