Contract: Flexible hours, term time Please click here to view the Full Job Description, Essential Criteria and Terms and Conditions for this role. Overall purpose of role To provide a complementary, in-person service to existing support within the educational institution, providing 1:1 support to address the needs of clients with Autism and or ADHD who need help to overcome barriers in order to achieve their full potential Main duties and responsibilities Supporting clients in understanding what is required of them academically in a Further or Higher Education. Identifying barriers to the client’s learning. Helping clients to develop effective organisation and time management skills and strategies to manage their workload and deadlines in the presence of their condition. Helping clients with prioritisation and realistic goal setting, including producing plans of work and targets Developing a support package to facilitate the growth of the client’s independence, reducing the need for support in the longer term. Essential Skills, Knowledge & Experience Qualifications Educated to degree level GCSE Maths and English, C Grade and Above One of the following: All 6 NAS core Autism online training modules and I ntroduction to Autism and the SPELL framework Other training, including at a HE institution, delivered by an appropriately qualified trainer (a qualified trainer from a recognised organisation/charity, or a trainer who can demonstrate a relevant qualification in autism Experience Experience in studying or working in a Higher Education setting to ensure understanding and relation to a diverse range of learners and staff within the institution. Professional experience of supporting individuals with Autism and/or ADHD educational setting. Skills and Knowledge Sound knowledge of how mental health conditions impact on academic performance. Commited to working within the social model of mental health support and experience of psycho-social interventions. Ability to identify risk and make the appropiate referral with support of the Support Coordinator. Sound knowledge of the equality model and good practice. An awareness of possible stigma and discrimination around people with mental health conditions. Excellent communication skills. Ability to recognise your own limitations. Can establish and maintain boundaries within a professional role and confidence to refer to other services where appropiate. Confidence in working independently with learners. A logical approach to problem solving and cliose attention to detail. Application of quality standards to a task undertaken and ensures that nothing is overlooked. Benefits of working for The Learning Support Centre Access to our latest communication hub with live updates on our collaboration and productivity Working with an innovative and Award winning Company Working with an accredited training centre