6N1957: Describe the child’s special educational needs and outline the multidisciplinary team’s role: Special Needs Assisting Assignment, OU, Ireland
|University||The Open University (OU)|
|Subject||6N1957: Special Needs Assisting|
Describe the child’s special educational needs and outline the multidisciplinary team’s role. (1.2, 3.3)
For this child, identify sources of ‘challenging behavior.’ Suggest a range of behavior management techniques and their suitability to the child. (2.3)
Identify interventions, assistance, and supports that are suitable to aid the teacher with curriculum implementation for the child. (2.2)
Devise a learning opportunity to promote independence and responsibility for the child. (2.4). Identify the skills required to carry out the activity. (ref. 1.1, 2.2, 2.3, 4.1)
As a SNA, what strategies would you suggest for dealing with stressors in the role? (4.2)
Reflect on your attitude to `separation,’ integration’ and ‘inclusion;’ and whether your attitudes have changed following completion of this course. (1.3)
Robert is 9 and has special educational needs due to his difficulties expressing and understanding speech and his poor ability to read and writing. He has also been diagnosed with AHD. Robert lives with parents and is reported to have been a quiet child who spoke little in his early years and spent much time on his own Robert now attends a speech and language unit outside of school and has been assigned an SNA to support him within his mainstream school where his in-class behaviour was causing concern.
Reading and writing Robert will come up repeatedly to the Teacher or SNA and say he cannot do his work. When asked to read something he says, “I can’t read.” But in fact. when encouraged by beginning the words for him. he can manage well. In writing.
Robert often cannot recall words. but he has been taught the strategy where he writes the words he knows and leaves the rest till the teacher has time for individual attention, e.g. “/ went into the to get my teeth checked.’ This works well for him as he does not wait for a long time with no work done.
Focusing and attention in class Robert struggles with focusing and sitting still in class. When you ask him to complete any activity which lasts longer than five minutes, he becomes distracted and will often distract pupils around him. As a result of his lack of attention he rarely remembers the right books for class and seldom completes his homework. His school bag and homework diary are a mess.
Restlessness and impulsiveness His parents and teacher indicate that Robert is restless, and often requires reminders to help him stay on task. He is described as “constantly running around’ and presenting with difficulties listening and following instructions. Robert’s teacher indicates that he often blurts out answers and interrupts other students in the classroom, although his speech is still unclear. Robert recognises this tendency in himself but says that he ‘can’t stop. despite his best intentions.
Interaction with peers He has good relationships with his peers and is sociable. He likes to have the attention of others around him, but also make strange noises to attract the attention of other children who find his behaviour funny.