Knowledge and Skills
Last updated
Last updated
It is important to identify what knowledge and skills are required by different staff groups. Some settings find it useful to brainstorm ideas at this stage making sure to allow for discussion and movement of key points. This can lead to an organic development of different responsibilities and roles than those already in place.
The example below was created by a team using a pyramid visual. At the bottom, they identified knowledge needed by the whole team as part of their Universal Provision working up to skills needed by specialists. The next tier at the targeted level consisted of champions with identified roles and responsibilities. At this tier, local therapists were involved alongside. At a specialist level, learners required individual AAC systems and the support of Specialised AAC Services to assess and provide appropriate systems.
This example below shows the AAC team using a post it note for each skill discussed which they placed in tiers starting at a foundational level.
The educational settings we worked with found this process useful, however not all points identified from these discussions were included in the final policy document. For example, training needs were not included, as these would be unique to each setting. The schools we worked with recorded training needs separately following the policy discussions. Training needs were passed to the Senior Leadership team to action within CPD and induction training programmes.
What are the knowledge and skills needed by staff to achieve appropriate provision throughout your educational setting?
The use of visuals as shown above may be useful.
Below is an example of a statement from a school which you can use as inspiration to create your own.
“Training is available for staff at Brays School to successfully support AAC users. This training is provided regularly and as part of the induction process for new staff according to their Support Tier (see Appendix 2: Support Tier Diagram).
Staff take the stance of the least dangerous assumption. By presuming competency, we can ensure that staff attitudes do not become a barrier for the AAC user.
-Brays School
