OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 42 Support pupils with sensory and/or physical needs

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1 OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 42

2 Support pupils with sensory and/or physical needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support for pupils who demonstrate degrees of hearing, visual and/or physical impairment. What is this unit about? This unit is about the support provided to pupils with sensory and/or physical needs to enable them to maximise learning in individual, group and class activities, and provide structured programmes relevant to their additional support needs. This unit contains two elements: 42.1 Enable pupils with sensory and/or physical needs to maximise learning 42.2 Implement structured learning programmes for pupils with sensory and/or physical needs Linked units This unit is one of four specialist units for those working with pupils with moderate, severe and/or complex special educational needs or additional support needs in a special school or mainstream setting. The other specialist units are: STL39 STL40 STL41 Support pupils with communication and interaction needs Support pupils with cognition and learning needs Support pupils with behaviour, emotional and social development needs This unit also links to: STL12 STL13 STL14 STL38 Support a child with disabilities or special educational needs Contribute to moving and handling individuals Support individuals during therapy sessions Support children with disabilities or special educational needs and their families Place in qualifications This unit is an optional unit in the level 3 NVQ/SVQ in Supporting Teaching and Learning in Schools. Origin of this unit This unit is a revised version of unit 3-16 from the National Occupational Standards for Teaching and Classroom Assistants (2001). Training and Development Agency for Schools final version June 2007 Page 1 of 6

3 Glossary of terms used in this unit Information Planning Pupils with sensory and/or physical needs Relevant people Specialist equipment Structured learning programmes information about the pupil s sensory and/or physical needs may be obtained from: the class teacher a specialist teacher or the special educational needs coordinator within the school from written records/reports from outside specialists and agencies deciding with the teacher and other specialists what you will do, when, how and with which pupils, to ensure that structured learning programmes are implemented as appropriate to the needs of pupils with sensory and/or physical needs pupils who demonstrate degrees of hearing, visual and/or physical impairment people with a need and right to have information about pupils participation and progress. This will include the teacher responsible for the pupils but may also include others such as school leaders, other classroom support staff working with the pupils, special educational needs coordinator, or other professionals, eg. therapist. Information sharing must always adhere to the school s confidentiality policy and child protection procedures equipment and learning aids which may be required by pupils with sensory and/or physical needs, eg.: auditory aids visual aids mobility aids Brailling machines information and communication technology (ICT) hardware and software individual learning programmes to address the additional needs of pupils with sensory and/or physical needs, eg. physiotherapy, mobility, speech and language therapy, occupational therapy and independence programmes Teaching and learning materials the materials suitable for pupils with sensory, multi-sensory or physical disabilities, eg.: tactile diagrams Braille subtitled video material ICT hardware and software Training and Development Agency for Schools final version June 2007 Page 2 of 6

4 42.1 Enable pupils with sensory and/or physical needs to maximise learning Performance criteria You need to: P1 P2 P3 P4 P5 P6 P7 P8 obtain accurate and up-to-date information about: a b c the nature and level of the pupil s sensory and/or physical needs the pupil s learning needs the planned learning tasks and activities adapt the layout of the learning environment and the equipment used to enable the pupil with sensory and/or physical needs to access and maximise learning opportunities develop and use teaching and learning materials in the appropriate medium as required by the pupil encourage the pupil to actively participate in learning tasks and activities consistent with his/her developmental level, physical abilities and any medical conditions ensure that any specialist equipment is used appropriately to maintain the pupil s comfort and maximise his/her participation in learning tasks and activities give assistance to enable the pupil to experience a sense of achievement and encourage independence positively reinforce the pupil s efforts to participate in learning tasks and activities provide feedback to relevant people on significant aspects of the pupil s participation levels and progress Training and Development Agency for Schools final version June 2007 Page 3 of 6

5 42.2 Implement structured learning programmes for pupils with sensory and/or physical needs Performance criteria You need to: P1 P2 P3 P4 P5 P6 work with relevant people to jointly and cooperatively: a b c plan and agree the structured learning programme clarify and confirm your role and responsibility for implementing the programme agree objectives for structured activities which fulfil the aims of the programme and are achievable and relevant to the needs of the pupil ensure that the timing and location of the structured activities: a b c minimises distractions to the pupil minimises disruptions to the normal routines and schedules takes place at a time when the pupil is most receptive and will receive maximum benefits use appropriate equipment and materials for the activities as agreed with the relevant people give positive encouragement, feedback and praise to reinforce and sustain the pupil s efforts provide an appropriate level of assistance to enable the pupil to experience a sense of achievement, maintain self-esteem and self-confidence and encourage independence provide the relevant people with information about the pupil s participation, progress and enjoyment of structured activities Training and Development Agency for Schools final version June 2007 Page 4 of 6

6 Knowledge and understanding You need to know and understand: K1 K2 K3 K4 K5 K6 K7 K8 K9 the school s policy on inclusive education and equality of opportunity and your role and responsibility in relation to this the basic principles of current disability discrimination, equality and rights legislation, regulation and codes of practice the roles and responsibilities of others, both within and external to the school, who contribute to the support of pupils with sensory and/or physical needs the effect of a primary disability on pupils social, emotional and physical development how to select and use teaching and learning materials in an appropriate medium, eg. tactile diagrams, Braille, computer software, symbols and subtitled video material the physical management of pupils, including suitable lifting techniques, appropriate seating, lighting and acoustic conditioning the sorts of specialist equipment and technology used by the pupils with whom you work, and how it helps overcome or reduce the impact of sensory or physical impairment how to help pupils to contribute to the management of their own specialist equipment the impact of chronic illness, pain and fatigue on learning K10 the impact of any medication taken by the pupils with whom you work on their cognitive and physical abilities, behaviour and emotional responsiveness K11 the effect of long-standing or progressive conditions on the emotions, learning, behaviour and quality of life of pupils K12 the importance of praise and encouragement in helping pupils to experience achievement and independence and how to use these effectively K13 how to make optimal use of residual sensory and physical functions K14 the range of physical, motor and/or sensory disabilities of the pupils with whom you work and the sorts of structured activities needed to help them overcome or reduce the impact of these K15 how to provide a structured activity within a group setting K16 the need for responsiveness and flexibility in implementing structured activities for pupils with sensory and/or physical needs K17 techniques for positive reinforcement, how it should be used and its effects on pupils Training and Development Agency for Schools final version June 2007 Page 5 of 6

7 K18 the need and methods for adaptive responses to the pupil s behaviour and achievements K19 a pupil s need for independence, control, challenge and sense of achievement K20 the importance of valuing a pupil and how to communicate this K21 when it is appropriate to intervene in a pupil s activity and how to do this with sensitivity and respect for the pupil K22 the importance of responding to and interacting with the pupil, including communicating plans and intentions to the pupil, in an appropriate way K23 the school procedures for recording and sharing information Training and Development Agency for Schools final version June 2007 Page 6 of 6