QQI Level 6 Special Needs Assistant (SNA) Assignment: Supporting Children with Autism Spectrum Disorder (ASD)
| University | The Open College (OC) |
| Subject | 6N1957: Special Needs Assisting (SNA) |
Criteria/Format:
Choose an impairment/condition/syndrome and explore, evaluate and provide critical analysis where appropriate of the following:
Ensure that you address all points through the lens of the particular impairment/condition/syndrome you are exploring.
Part 1 – Exploration of the Impairment/Condition/Syndrome (25 marks) (LO2 & 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 with particular focus on the child and 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 Mark)
- 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. AsJAm, Down Syndrome Ireland). (1 Mark)
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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 your are exploring in relation to:
- Discuss 3 items of Legislation or Policy regarding special
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- Discuss 3 items of Equality Legislation or Policy. (3 Marks)
- Outline 2 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)
- Discuss 2 Teaching Strategies to support Differentiation – with particular focus on the child and condition you are exploring. (4 Marks)
- Describe Communication supports – with particular focus on the child and condition you are exploring. (2 Marks)
- Discuss Individual Education Plans, benefits of IEPs, members of MDT and importance of having MDT involvement along with the teacher, SNA and parents. (2 Marks)
- Discuss causes of stress for the SNA and provide examples of 2 strategies to address workplace stress for the SNA. (3 Marks)
Format of Project:
| Structure your project as follows: |
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Additional Guidance:
Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or any combination of these. Any audio, video or digital evidence must be provided in a suitable format.
Please ensure you have included:
- Research from reputable sources:
- All sources must be acknowledged fully with references and bibliography.
- The project must be word processed (guideline word count 4,000) and neatly presented *Word counts are guidelines only – you are not rewarded or penalised for the number of words you use, it is the quality of your work that matters.
Remember:
- Maintain confidentiality, do not use names of people or places, use pseudonyms.
- Review learning outcomes and marking criteria and refer to them regularly to ensure they are being met.
- See assessment document for details on submission, referencing and plagiarism.
Skills Demonstration – 50% – Learner Instructions
This assessment addresses the following learning outcomes: 5, 8, 9, 11, 12.
| Learning Outcome | Learning Outcome Text |
|---|---|
| LO 5 | Organise learning opportunities in order to promote independence and responsibility. |
| LO 8 | Assess interventions and behaviour management techniques that may be used in the learning environment. |
| LO 9 | Manage meaningful activities that are suited to people’s needs and connect with their experiences and interests in the learning environment. |
| LO 11 | Provide assistance in the provision of education and care for individuals that present with special educational needs. |
| LO 12 | Reflect on own attitudes, values, beliefs and assumptions in relation to working with and on behalf of people who present with disabilities. |
Guideline word count: 3000 words. *Word counts are guidelines only – you are not rewarded or penalised for the number of words you use, it is the quality of your work that matters.
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ASSESSMENT TASK
SKILLS DEMONSTRATION – 50%
Assessment Title:
- Special Needs Assisting Skills Demonstration
Scope of Work:
- This assessment offers the learner an opportunity to demonstrate their skill level in relation to supporting children with additional needs.
Word Count:
- 3000 (Word counts are guidelines only – you are not rewarded or penalised for the number of words you use, it is the quality of your work that matters.)
Assessment Criteria/Format:
You will identify needs of support for a child with additional needs. You are required to plan, implement and reflect upon two meaningful activities for the child with additional needs. You will use the information gathered from the case study to inform selection and planning of the activities which must be appropriate to meet the needs and reflect upon the interests of the chosen child. Ensure that you relate back to the child and their additional need throughout the entirety of your work.
If the chosen child is under the age of 6-years-old, you must provide links throughout to Asteaer. If the child is older, you must provide links to their appropriate national curriculum e.g. The primary school curriculum.
Case Studies:
If you do not have access to a child, we welcome you to use one of the following Case Studies. Both are available on your LMS under Learner Resources, and are also printed at the back of your Course Manual.
- Pre-school Case Study: Harry
This includes a description of Harry and his pre-school setting. If you’d like to gain a more realistic feel for Harry’s abilities, please look at this video: https://youtu.be/V-SGDHvhFg0 – Pretend the child in the video, Marcus, is Harry! - Primary School Case Study: Andrew
This includes a description of Andrew, a 7-year-old boy with Autism, and a description of his school provision.
Introduction (4 Marks)
- Brief description of chosen child. (2 Marks)
- Background and diagnosis of the child and their special educational needs. (2 Marks)
Identify Needs for Support (6 Marks) (LOT)
- Identify strengths and needs of the child in relation to their physical, intellectual, language, emotional and social development. (2 Marks)
- Identify how their needs are being supported through the skills of their educator and the learning opportunities available in their current environment. (2 Marks)
- Identify areas for additional learning opportunities which could be introduced to further support the child’s particular needs and support their independence and foster responsibility. (2 Marks)
Meaningful Activities (32 Marks) (LOS, LOS, LO3, LO11)
From the additional learning opportunities you have identified, plan 2 activities that will promote the child’s independence and develop an implementation plan to carry them out with the child.
- Aim and rationale of each activity. (3 Marks per Activity)
- Describe how these activities will support independence, foster responsibility and are meaningful, based upon the child’s interests and will meet the child’s needs. (3 Marks per Activity)
- Detailed plan, to include, materials required, timeframe, additional assistance. (3 Marks per Activity)
- Identify behavioural issues that may arise during implementation and suggest intervention techniques which may assist in managing those behaviours. (2 Marks per Activity)
- Discuss how you used effective communication throughout the activities. (2 Marks per Activity)
- Following completion of the activities, evaluate both and identify the strengths and challenges of each, what you would do differently or how you would expand upon the activities to inform future learning opportunities for the child. (3 Marks per Activity)
Critical Reflection (8 Marks) (LO12)
Critically reflect on your learning and development throughout the course to include:
- Reflection on your own attitudes, values, beliefs and assumptions in relation working with and on behalf of children with disabilities. (3 Marks)
- Identification of key learning points during this module and how it will impact on your future work. (3 Marks)
- Demonstration of self awareness. (2 Marks)
Evidence for this assessment technique may take the form of written, oral, graphic, audio, visual or any combination of these. Any audio, video or digital evidence must be provided in a suitable format.
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Remember:
- Maintain confidentiality, do not use names of people or places, use pseudonyms,
- Review learning outcomes and marking criteria and refer to them regularly to ensure they are being met.
- See assessment document for details on submission, referencing and plagiarism.
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