Skills Demonstration Tasks for Learners

Skills Demonstration One

Assessment Activity Description and Instructions to Learner: 

Learners are required to complete two skills demonstration tasks.  LOs 5-10

The skills demonstration tasks that must be completed under supervision, include:

 

1. A paired reading activity with a child who has a physical or intellectual impairment.

 

2. A communication activity with a non-verbal child. (Activity two is to be a care routine in the setting such as feeding, toileting, general hygiene or dressing)

Skills Demonstration One

Introduction

Before devising a paired reading activity, it will be imperative to show evidence that the learner has assessed the child’s needs through informal observations and collaboration with the teacher and observed reading activities in the setting. The child and the teacher should be involved in choice of book. Provide a short introduction giving this evidence.

Section 1: 

1. Provide a brief background of the child which will include:

• Age and gender of child
• Describe particular disability/special need
• Mood-motivation of child to complete the task
• General health in class
• Ability to complete the task

Section 2: 

2. Type of book that would be used for paired reading activity. Why are you using the type of book that you have chosen?

Discuss:

• Collaboration with the child and the teacher
• Appropriateness of book i.e.  pictures & text, graphics
• Suited to ability, simple, repetitive, stage appropriate
• Follows child’s interests and choices
• Would assistive technology have helped in this activity

Section 3: 

3. Factors to consider before carrying out paired reading activity.

• Collaboration
• Level of the child
• Supporting the curriculum
• Positive support and interaction from the adult
• Learning outcomes for the child

Section 4: 

4. Benefits of paired reading for that particular child in relation to:

The child’s disability and gaining proficiency

• Enjoyment and knowledge of subject
• Benefits for  - Physical, Social, Emotional, Language, Intellectual

Section 5 : (2 marks)

5. Other factors to be considered during activity (health & safety, assistive technology, etc.)

• Safety/hygiene of equipment i.e. book, technology
• Environment - seating, space, noise, lighting, comfort
• Familiarising self for activity

Section 6 : (2 marks)

6. Reflection on skills demonstration 

• Describe what you did in the reading activity in full
• What did you learn about the child?
• What did you learn about self – SNA role & skills
• Importance of paired reading,
• The importance of promoting independence

Skills Demonstration Two: 

A communication activity with a non-verbal child. This activity is to be done using a care routine in the setting such as feeding, toileting, general hygiene or dressing.

 

The particular disability of the child can be the choice of the candidate; however, the disability must include non-verbal communication, for some children who cannot communicate temporarily this would be seen a special need (for that child at that particular time). A non-verbal child can range from a child that has inarticulate speech, a child that has speech delay affecting speech, has no speech or a child where English is a second language and cannot communicate verbally. (Your strategy must support non-verbal communication and sign language can only be used with children using that system).

Introduction

Before devising a communication activity, it will be imperative to show evidence that the learner has assessed the child’s needs through informal observations and collaboration with the teacher and observed care routines in the setting. Provide a short introduction giving this evidence.

Section 1: 

A brief background of the child which will include age, sex and particular disability, mood, current health.

• Age and gender
• Describes particular disability/special need
• Mood-motivation of child to complete the task
• General health in class
• Ability to complete the task

Section 2:

Type of strategy that candidate will use to communicate with the child. (Define the different strategies that can be used)

• Use of non-verbal body language signals and signs
• Use of visuals with language and signs
• Use of assistive technology
• Use of sign language
• Clearly identify which one you used

Section 3: 

Reason for particular choice of strategy (How and why will it help the child?)

Give justification why this was the best strategy to use for the child

Define the benefits of using this strategy for this child how it will aid communication

Section 4:

Factors to consider in communicating with the child

• Collaboration with teacher understanding child
• Best Practice in using good communication skills
• Comprehension of what is being said
• Where communication took place

Section 5: 

Other factors to be considered during activity (health & safety, assistive technology, age of child etc.)

• Age and Ability according to special need
• Safety and hygiene of child in the care routine
• Preparation beforehand, familiarising self for activity, knowledge on communication
• Outline if assistive technology could have been used to help the communication

Section 6: 

Reflection on Skills Demonstration 

• Describe what you did in the activity in full
• What did you learn about the child?
• What did you learn about self - SNA role & skills
• Importance of communication
• The importance of promoting independence