Before we get onto ICT matters - a bit more about the good LSA... I am eternally grateful to many of the LSAs that I have had the privilege to work with.  I remember subtle things that have made a lesson go smoothly where otherwise there could have been disruption - the issuing of a new exercise book to a child,  issuing pens or pencils to the 'forgetful',  finding a set of textbooks that have been put away in the wrong cupboard or issuing appropriate differentiated worksheets to a struggling child.  On one occasion at the start of a lesson I discovered that the battery in my IWB remote control had gone flat.  It was no problem for the LSA to find another battery whilst I temporarily went onto 'plan-B' until the problem was fixed.  These are obviously trivial examples, we've all been there, but they underline a general principle which applies equally well to the ICT scenario.

More particularly, when supporting children with special needs it is essential that the LSA is familiar with using a camera or scanner, or that the LSA has familiarised him/herself with the program the children are using.  Again, and not only LSAs,  all staff must be familiar with the generic office applications - enough, at least, to enable children to use the skills expected of them.

Quite simply, as increasingly every subject area is taking on more and more ICT skills in Teaching, Learning and Administration, so it is becoming increasingly necessary that the classroom based LSA is familiar with these ICT  skills and can support both teachers and learners in every activity.

The following pages attempt to identify practical issues relating to the proliferation of ICT and the support that the LSA might be expected to give.

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