Children with learning differences often need extra support to succeed in school. Conditions such as dyslexia and autism spectrum disorder can create challenges that affect a student’s progress. When these needs are recognised and supported, children can achieve more and feel more confident in the classroom.
Teaching assistants with specialist training are often seen as vital in helping children overcome barriers to learning. They work alongside teachers to put strategies in place, aiming to boost confidence, social skills, and wellbeing, helping to create a sense of belonging in school.
Recent educational approaches acknowledge the importance of qualified teaching assistants who understand different learning needs. One way of gaining these qualifications is through a Level 3 Teaching Assistant Apprenticeship. Professionals who have gained this qualification can apply knowledge of conditions like ASD, ADHD, and dyslexia to enhance their teaching assistant practice.
Adjusting instructions and providing scaffolded support or adapted materials helps every child follow lessons. This support removes obstacles and encourages engagement. In mainstream primary schools, the majority of pupils who need extra help can join class activities and learn alongside peers. Those with more significant needs may also have some time outside of class for therapeutic support or small group or one-to-one interventions, led by TAs or specialist teachers. Many mainstream schools provide this as part of dedicated units known as Specialist Resource Provisions (SRPs).
The growing need for specialised classroom support
Mainstream schools must provide inclusive learning environments for various educational and behavioural needs. According to 2025 Department for Education statistics, there are now over 1.7 million pupils with identified special educational needs in UK schools. This represents approximately 19.6% of the total school population.
Schools seek staff who can support academic progress, implement specific interventions, and work with teachers and families. Staff with qualifications in supporting children with learning differences best meet these demands.
Students with autism spectrum disorder, attention deficit hyperactivity disorder, and dyslexia often face challenges in mainstream classrooms. Many, but not all, struggle (to varying degrees) with information processing, working memory overload, social interactions, literacy and speech language and communication skills. Without proper support, these pupils often fall behind academically.
The emotional impact can be considerable. Children who constantly struggle may develop anxiety, low self-esteem, and behavioural issues. Some begin to avoid school. Early recognition of warning signs allows for timely intervention.
Key learning differences requiring targeted support
ASD, ADHD, and dyslexia create distinct classroom challenges. Autistic children may struggle with social communication, sensory overload, and routine changes. ADHD can appear as difficulty maintaining focus, impulsivity, and organisational challenges.
Dyslexic pupils often find reading, writing, and spelling difficult. These differences become noticeable in everyday classroom situations. An autistic student might become overwhelmed during noisy group activities.
A child with ADHD may find it impossible to sit still during lengthy lessons. Dyslexic pupils might avoid reading aloud or struggle with written assignments. Early identification and intervention are essential. A Level 3 Teaching Assistant Apprenticeship prepares professionals to apply proven support strategies, either as completely new-to-role TAs or teaching assistants who want to upskill and build confidence.
What qualified teaching assistants actually do in the classroom
The role of a teaching assistant, even a Level 3 TA apprentice is varied. In mainstream settings, some more experienced TAs will be delivering one-to-one or small group interventions, such as supporting literacy skills for dyslexic pupils or social skills for children with ASD. Many will be floating round the classroom providing scaffolding support to multiple learners.
Level 3 teaching assistants support access to the curriculum and work with teachers to meet individual needs. They help all pupils engage with learning materials and activities and learn how to adapt resources and use visual communication aids. They know when to provide support and when to encourage independence. Some use prompt cards that gradually reduce assistance as students gain confidence.
Collaboration with teachers forms a core part of daily work. During planning meetings, teaching assistants share observations about what works for specific pupils. This feedback helps adjust lesson plans for better engagement.
For example, a teacher might introduce sensory breaks, or a system whereby a pupil can choose to alternative work on an ipad should they start to feel overwhelmed in class, after reviewing an assistant’s notes about a pupil with ASD. This coordination ensures Personal Learning Plans become practical strategies that adapt to student responses.
How parents can advocate for appropriate classroom support
Children with identified special educational needs in England and Wales have legal rights to support. The SEND Code of Practice outlines what schools must provide, including reasonable adjustments and extra help. Parents can refer to this guidance when discussing provision with schools.
Working together with schools brings the best results. Regular meetings with teachers and teaching assistants ensure consistent approaches. Parents and schools can share effective strategies that work for a particular child in either context, whether these are methods to reinforce learning, avoid burnout, or improve social and emotional regulation.
