Assessment 1. Personal Learning Plan
Complete the Personal Learning Plan below and submit to your Tutor.
Part 1
Provide a summary of your Work Experience and Educational Qualifications.
Part 2
Provide a summary of your Achievements, Skills, Qualities and Strengths:
Part 3
What do you wish to achieve from completing this course?
Part 4
Examine the Contents page of the course. Are there specific topics which you wish to focus on?
Part 5
Devise your Study Schedule for the course.
Use the table below to help you set your target dates.
It is important that you fully complete your course within 10 weeks. Failure to complete your assessments in this period will require re-enrolment to become certified.
Part 6
Do you need more information, advice/guidance at this stage to help you complete the course?
Part 7
Course Pre-requisites (please respond to all statements below). The following pre-requisites are required for all students completing this course:
- Level 5 Certificate / Leaving Certificate (or equivalent) or relevant life experience. Please provide details below.
- As this NFQ level 6 qualification is delivered through English, it is necessary learners will have sufficient written English skills to complete this course.
Part 8
We are committed to supporting learners with disabilities/other specific requirements in completing their course. If applicable to you, please read our policy and complete the Reasonable Accommodation Request form. Please note any information disclosed is treated with the strictest confidence and used only to provide additional support to your while completing your course.
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Assessment 2.
Assessment Project
TASK 1
Explain the role and benefits of Special Needs assisting. Outline the difference between integration and inclusion (1.1, 1.2, 1.3).
TASK 2
- Identify, and provide an overview of, two specific pieces of legislation which impact on the provision of special needs education in Ireland.
- Provide two examples, per piece of legislation, to show the link between each piece of legislation and the practical supports which may be made available (1.4). 500
TASK 3
Describe the educational options which are available for people with special educational needs in Ireland (1.5).500
TASK 4
Outline two theories and two curricula and how these may be used to support those with special needs (2.1).
TASK 5
Outline the role and purpose of Individual Education Plans, and the importance of the multidisciplinary team in devising Individual Education Plans (3.1, 3.2, 3.3).500
The numbers in round brackets refer to the primary areas of the course manuals.
Assessment 3.
Assessment 3
Assessment Skills Demonstration (based on Case Study)
You are required to assess a child with special needs and complete a range of tasks to aid meet their needs. The tasks below relate to the Case Study on the next page.
TASK 1
Describe the special educational needs of the child and outline the role of the multidisciplinary team. (1.2, 3.3)
TASK 2
For this child, identify sources of ‘challenging behaviour.’ Suggest a range of behaviour management techniques and their suitability to the child (2.3).
TASK 3
Identify interventions, assistance and supports that are suitable to aid the teacher with curriculum implementation for the child (2.2).
TASK 4
- Devise a learning opportunity to promote independence and responsibility for the child (2.4) and
- Identify the skills required by an SNA to carry out the activity (ref. 1.1, 2.2, 2.3, 4.1).
TASK 5
As a SNA, what strategies would you suggest for dealing with stressors in the role? (4.2)500
TASK 6
Reflect on your attitude to ‘segregation,’ ‘integration’ and ‘inclusion;’ and whether your attitudes have changed following completion of this course (1.3).
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Case Study for Assessment 3
Sarah is an 8-year-old girl who has been diagnosed with cerebral palsy, a condition that affects her muscle control and coordination. She lives with her parents and older sister. Sarah’s physical difficulties have a significant impact on her daily life and her ability to engage in typical activities. Cerebral palsy varies greatly from person to person. The symptoms can range from mild to severe, and not every person with cerebral palsy will experience the same difficulties or challenges.
- Physical challenges: Sarah’s cerebral palsy affects her gross and fine motor skills, making it difficult for her to perform tasks that require precise movements or coordination. She struggles with activities such as writing, buttoning her clothes, and using utensils. Walking independently is challenging for her, and she often requires a mobility aid such as a walker or wheelchair. Sarah’s physical difficulties also make it challenging for her to participate in physical education classes or play sports with her peers.
- Speech and communication: In addition to her physical challenges, Sarah also experiences difficulties with speech and communication. She has limited verbal communication skills and may rely on augmentative and alternative communication (AAC) devices or methods to express herself effectively. Sarah’s communication challenges can make it challenging for her to participate in classroom discussions, share her thoughts, or fully engage with her peers.
- Social interaction: Despite her physical difficulties, Sarah is a friendly and sociable child. She enjoys interacting with her peers and seeks attention from others. Sarah may use nonverbal methods, such as making noises or using gestures, to initiate interactions and engage with her friends. Other children respond positively to her efforts to connect with them.
- Academic challenges: Sarah faces various academic challenges due to her physical difficulties. Writing tasks can be particularly challenging for her, as she struggles with controlling her hand movements and maintaining a steady grip on a pen or pencil. She may require additional support or adaptations to complete written assignments. Similarly, activities that involve fine motor skills, such as cutting with scissors or manipulating small objects, can be difficult for Sarah.
- Physical education and recreation: Engaging in physical education classes and recreational activities can be a significant challenge for Sarah. Her limited mobility and coordination make it difficult for her to participate fully in physical activities alongside her peers. Adaptations and accommodations may be necessary to ensure her inclusion and active participation in physical education classes and recreational programs.
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