6N1957 Special Needs Assisting Project 50%: Impairment, Inclusion and Curriculum | Forus Training QQI Level 6
| University | Quality and Qualifications Ireland (QQI) |
| Subject | 6N1957: Special Needs Assisting |
Special Needs Assisting Project 50% (QQI Level 6, 6N1957): Forus Training Learner Instructions
| Module | Special Needs Assisting (QQI Level 6, 6N1957) |
| Provider | Forus Training |
| Assessment | Project: Special Needs Assisting Project |
| Weighting | 50% |
| Learning Outcomes | 1, 2, 3, 4, 6, 7, 10 |
| Word Count | 4,000 (guideline only) |
This QQI Level 6 Special Needs Assisting project from Forus Training is worth 50% of the module. Learners choose one impairment, condition or syndrome and follow it through the whole project: what it is and how it affects development and behaviour, integration versus inclusion, the education options and supports available in Ireland from preschool to post primary, the legislation and learning theories behind curriculum delivery, differentiation, IEPs and the multidisciplinary team, and the stress SNAs face at work.
Learning Outcomes Assessed
- LO1: Evaluate the provision of education for people with special educational needs with reference to current legislation
- LO2: Assess the various educational options available in Ireland for people with special educational needs
- LO3: Examine relevant theories, skills and processes relevant to curriculum implementation
- LO4: Explore the differences between integration and inclusion
- LO6: Evaluate the importance of the multidisciplinary team in devising Individual Education Plans
- LO7: Analyse skills that can be used to aid the teacher in the administration of the national curriculum
- LO10: Identify strategies for dealing with stressors within the workplace
Assessment Criteria
Choose an impairment, condition or syndrome and explore, evaluate and provide critical analysis where appropriate of the following. Make sure you address all points through the lens of the impairment, condition or syndrome you are exploring.
Part 1: Exploration of the Impairment/Condition/Syndrome (25 marks, LO2 and LO4)
- Introduction to include:
- A description of the impairment/condition/syndrome (2 marks)
- Possible developmental concerns (2 marks)
- Possible behavioural concerns (2 marks)
- Detailed exploration of the following concepts:
- The concepts of integration and inclusion and the difference between them (3 marks)
- Benefits, challenges and barriers to inclusion, with particular focus on the condition you are exploring (3 marks)
- Explain the educational options currently available for the child with the condition you are exploring, to include:
- Organisational stakeholders and their functions (3 marks)
- Educational options from preschool to post primary (3 marks)
- Continuum of Support (2 marks)
- Consider additional supports available, with particular focus on the condition you are exploring, to include:
- Assessment (1 mark)
- Health support (1 mark)
- Grants (1 mark)
- SNA allocations (1 mark)
- Additional supports for the condition, e.g. AsIAm or Down Syndrome Ireland (1 mark)
Part 2: Education Provision and Curriculum Implementation (25 marks, LO1, LO3, LO6, LO7, LO10)
Analyse the provision of education to individuals with additional needs, with particular focus on the child and condition you are exploring, in relation to:
- Three items of legislation or policy regarding special educational needs (3 marks)
- Two learning theories underpinning curriculum implementation from early childhood to post primary (4 marks)
- Define differentiation and how it applies to the condition you are exploring (4 marks)
- Two teaching strategies to support differentiation, with particular focus on the child and condition (4 marks)
- Communication supports, with particular focus on the child and condition (2 marks)
- Individual Education Plans: the benefits of IEPs, members of the MDT and the importance of MDT involvement along with the teacher, SNA and parents (2 marks)
- Causes of stress for the SNA, with two strategies to address workplace stress (3 marks)
Format of the Project
- Introduction: about 150 words (no marks), giving brief information on your current role and type of setting
- Main body
- Conclusion
- References and bibliography
Additional Guidance
- Evidence may be written, oral, graphic, audio, visual or any combination; audio or digital evidence must be in a suitable format.
- Research from reputable sources, with all sources acknowledged in full references and a bibliography.
- The project must be word processed and neatly presented (guideline 4,000 words; you are not rewarded or penalised for word count).
- Maintain confidentiality: do not use real names of people or places; use pseudonyms.
- Review the learning outcomes and marking criteria regularly to make sure they are met.
Expert Guidance for Your 6N1957 SNA Project
This 6N1957 project rewards depth on one condition rather than general SNA knowledge. Every point, from developmental and behavioural concerns to the Continuum of Support, NCSE SNA allocations, grants and supports such as AsIAm or Down Syndrome Ireland, has to be tied back to the child and condition you choose. Part 2 then asks you to link legislation such as the EPSEN Act, two learning theories, differentiation strategies, IEPs and the MDT to that same child, and to finish with realistic strategies for SNA workplace stress. Many learners lose marks by describing inclusion in general terms or skipping the 150-word role and setting introduction. Our QQI special needs assisting assignment help can guide you on structure and referencing, and our QQI Level 6 project support covers learner records and projects across FET modules. You can also compare the 6N1957 project brief used by another provider or the 6N1957 skills demonstration brief.
