RECENTLY had occasion to work-shadow an experienced Learning Support Assistant (formerly Special Needs Assistant) in a Local Education Authority secondary school in the Greater Manchester area. The learning curve was higher than anticipated.

During the course of three days, my mentor applied a wider range of knowledge and skills to her work than many adults acquire in a lifetime. Aside from the "umbrella" of offering support for learning on the National Curriculum modern languages programme to pupils of below average ability, she was responsible for delivering Foundation Units in Literacy to Year 7 pupils thought to be below the Key Stage requirement.

In addition, a potential confrontation between two Year 11 boys with a craft knife was successfully defused, there were a number of occasions when a friendly space was provided for pupils who were feeling upset and isolated, and an ongoing incident of bullying was successfully diagnosed.

The Learning Support Assistants -- particularly those who work in secondary education -- are a dedicated group of people (of whom only two per cent are male) who must qualify as the unsung heroes of the education system. Historically they were employed to support the learning of students with learning difficulties and disabilities, but increasingly (in this age of entitlement) is added the responsibility of students with behavioural difficulties.

LSAs work on a pro rata basis for an hourly rate which would be considered derisory by most private sector employers, and risk abuse on a daily basis. Government initiatives to reduce truancy and disaffection among secondary age pupils have acquired a significant profile in recent times. The learning support assistants work at the coal face and are the means by which such initiatives become a reality. Time then, that the Department for Education recognised the considerable contribution that these people make and reward them appropriately?

Name and address supplied)