Learning Support Assistant (LSA)

Position Purpose

The Learning Support Assistant (LSA) supports students with disabilities to access and participate equitably in academic programmes, learning activities, and university life. The role provides individualized practical and learning support in line with students’ identified functional needs and approved support arrangements.

Working with Disability Inclusion Services, faculty, the Assistive Technologist, and other relevant university units, the LSA helps reduce barriers to learning, promotes student independence, and supports meaningful participation. The role complements the responsibilities of academic staff and specialist support personnel and upholds students’ dignity, privacy, autonomy, and right to make independent decisions.

Key Responsibilities

• Individualized Learning and Academic Support
• Provide individualized learning assistance in line with students’ identified needs and approved support arrangements.
• Support participation in lectures, tutorials, seminars, group work, laboratory activities, and other learning activities, as appropriate.
• Assist students to access course materials, follow classroom activities, organize academic tasks, and use learning platforms.
• Provide authorized practical assistance with note-taking, handling learning materials, and accessing classroom resources.
• Support communication and participation in collaboration with faculty and relevant specialists, including access to materials in appropriate formats.
• Promote independent learning, self-advocacy, confidence, and effective study habits without completing academic work or assessments on a student’s behalf.
• Functional Support and Accessibility
• Provide agreed practical assistance with mobility, navigation, positioning, and access to learning spaces, within the scope of the role.
• Assist students to access classrooms, libraries, laboratories, computer facilities, and other university environments.
• Identify and report physical, communication, environmental, or other accessibility barriers affecting participation.
• Support students to use approved assistive devices and technologies in collaboration with the Assistive Technologist.
• Refer technical issues involving assistive technology, accessible formats, or specialist equipment to the appropriate university personnel.
• Respect students’ preferences and obtain consent before providing personal or physical assistance.
• Examination and Assessment Support
• Assist with the practical implementation of approved examination accommodations in coordination with Disability Inclusion Services, faculty, and examination personnel.
• Support approved arrangements such as access to examination venues, set up of authorized assistive devices, and use of accessible materials.
• Provide reading, scribing, navigation, or other examination-related assistance only when formally authorized and in accordance with university procedures.
• Maintain confidentiality and academic integrity, ensuring that support does not influence a student’s responses or compromise assessment validity.
• Refer questions or concerns about examination arrangements to the designated university personnel.
• Student Well-being and Referrals
• Build respectful, professional working relationships with students and provide appropriate encouragement to support participation and confidence.
• Recognize and report concerns affecting a student’s safety, well-being, or participation in university activities.
• Refer students who may require counselling, health services, psychosocial support, or other specialist interventions to the appropriate university services.
• Maintain professional boundaries and do not provide clinical, therapeutic, or counselling services unless separately qualified and formally authorized.
• Provide practical support during transitions between learning environments or university activities where required.
• C
• ollaboration and Coordination
• Work collaboratively with Disability Inclusion Services, faculty, the Assistive Technologist, Student Life, Counselling Services, and other relevant university units.
• Participate in support-planning meetings, briefings, and coordination sessions as required.
• Share factual observations about learning barriers, accessibility concerns, and emerging support needs through approved reporting channels.
• Contribute relevant feedback to reviews of practical support arrangements without making decisions outside the scope of the role.
• Support disability inclusion awareness activities and promote respectful, inclusive, and non-discriminatory interactions when assigned.
• Documentation, Confidentiality, and Safeguarding
• Maintain accurate records of support provided in accordance with university procedures.
• Document relevant observations, incidents, and accessibility or support concerns through approved reporting mechanisms.
• Protect students’ personal information, disability-related information, and academic records, sharing information only with authorized personnel for legitimate purposes.
• Comply with university policies on confidentiality, data protection, safeguarding, professional conduct, and disability inclusion.
• Promptly report safeguarding concerns, incidents, or suspected misconduct through the appropriate university channels.
• Deliver support with dignity, respect, impartiality, and professionalism.
• Qualifications and Education
• A bachelor’s degree in Special Needs Education, Inclusive Education, Education, Disability Studies, Rehabilitation, Social Work, Psychology, or a related field.
• One year’s relevant experience. Additional training in disability inclusion, assistive technology, inclusive learning, or student support is an advantage.
• Training in sign language, orientation and mobility, accessible communication, or other relevant disability support approaches is an advantage, depending on student support requirements.
• Relevant Experience
• Experience supporting students or other individuals with disabilities in educational, rehabilitation, community, or related settings.
• Experience in individualized learning support, classroom assistance, note-taking, or practical support for persons with disabilities is an advantage.
• Familiarity with inclusive education principles, accessibility, and reasonable accommodation practices.
• Experience using computers, digital learning platforms, and accessible learning resources.
• Experience working collaboratively with educators, students, or multidisciplinary support teams.
• Skills and Competencies
• Understanding of disability inclusion, accessibility, and inclusive learning practices.
• Strong interpersonal, communication, listening, and relationship-building skills.
• Empathy, patience, respect, and a student-centered approach.
• Ability to provide individualized support while promoting student independence and self-advocacy.
• Computer literacy and willingness to learn relevant assistive technologies.
• Good organization, reliability, flexibility, and attention to detail.
• Ability to maintain confidentiality and exercise sound professional judgement.
• Ability to work collaboratively with students, faculty, and university support teams.
• Commitment to safeguarding, non-discrimination, dignity, and equal opportunity.