E111 – Supporting Learning in Primary Schools - TMA02
Including all children
In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity.
I am a classroom assistant in a year one class of 29 pupils, there are 15 girls and 14 boys and of those children, 14 have English as a second language, two have SEN School Action plans and two have SEN School Action Plus plans with one child who has a statement.
For this assignment I am concentrating on the one child from my year one class, Aaron, a 6 year old boy has been diagnosed with ADHD (Attention Deficit Hyperactivity Disorder), ODD (Oppositional Defiant Disorder) and possibly Dyslexia.
He has difficulty in developing literacy and numeracy skills, which affects attainment in other curriculum areas, because of this he has fallen severely behind his peers in his progress.
Aaron presents persistent emotional and behavioural difficulties which substantially and regularly interfere with his learning.
Aaron also has communication difficulties, he finds it difficult to sound out new words and, when talking, he sometimes mispronounces his words. He also has difficulty in remembering what someone has just said to him.
Aaron has IEPs (Individual Education Plans) and a BSP (Behaviour Management/Support Plan) in place. Words – 217
AN UNDERSTANDING OF THE CHALLENGE TO INCLUSION
Inclusion depends on the individual child coupled with the attitude and approach of the school. It ensures that every child has access to the curriculum and participation in all school activities even if they are not in the classroom full time, they still get the same inclusive access to the curriculum as all the other children in school, no matter their ability, culture, race, religion, sex, age, disability etc.-KU 1.6
Just as with Stephen Lunns child, Mattew, in the course study material, (Open University 2013) Aaron needs to: Develop more age-appropriate basic skills of literacy (reading, writing, and spelling) and numeracy. Be able to use phonetic knowledge to blend words when reading. Write his b and d around the right way.
Consolidate age-appropriate skills of negotiation and conﬂict resolution in his peer relationships Develop the skills of responding appropriately and acceptably in his relationships with adults in school.
As stated previously, Aaron has difficulty in developing his literacy and numeracy skills, which affects his attainment in other curriculum areas, because of this he has fallen severely behind his peers in his school progress.
To help support Aaron in his progress in developing his literacy and numeracy skills, on a one-to-one basis, we go to the library where it is quieter and less chaotic for extra reading or maths so that Aaron can concentrate better, where we read, write and play constructive educational games.
To assist Aaron with his emotional, behavioural and communication difficulties, I sit with him in class listening to what the teacher is saying and repeat it to Aaron in an easy to understand way so that Aaron can complete the task set, I gently remind him to put his hand up in class rather than just blurt things out and when he starts to feel angry, I take him out the class and we sit somewhere quietly and chat about how he was feeling and why and then to divert his attention away from those feelings, we talk about the things he likes doing, his hobbies and interests.
He also sees a Behavioural Support team once a week to help control his anger issues, where he learns to use his emotions in a good way with breathing, counting and asking to go to his time out space. Words - 392
APPROACHES TO SUPPORTING LEARNING
A school is an institution peopled by children and adults. The school exists to facilitate the education and development of children....
References: British Education Research Association (BERA) (2011) Ethical Guidelines for Educational Research, London, BERA Office of the United Nations High Commissioner for Human Rights (2011) Convention on the rights of the child [online] Available at www.bera.ac.uk (Accessed 11 January 2014)
Katherine Wear (Eds) (2013) Primary Teaching Assistants: Learners and Learning, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University,
Kristine Black-Hawkin, Lani Florian, Marty Rouse. (2007) Achievement and Inclusion in school, Routledge Chapman & Hall Publishers.
School Policy, (2009), Inclusion, Equality and Diversity Policy, (unpublished document)
The Open University (2013) Primary Teaching Assistants: Learners and Learning, Pat Howlett, Book 1, Activity 4.1: Children’s Emotional Well Being, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University
The Open University (2013) Primary Teaching Assistants: Learners and Learning, Stephen Lunn, Book 1, Ch 6, Calm, Purposeful, Happy, 2nd edn, Abingdon, Routledge/Milton Keynes, The Open University
The Open University (2013) “E111 DVD” [Co-Teacher – Block 2, sequences 5-11], E111 Supporting Learning in Primary Schools, Milton Keynes, The Open University
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