| Support Staff | Plan and support work with the teacher. Photocopy, administration, observation with assessment and recording of results. May work one to one with children, which may include physio and speech and language. | 2.2 Describe the roles of external professionals who may work with a school e.g. educational psychologist Occupational Health - various | We have a number of children with physical disabilities which require the occupational health to visit to
They also promote good health and well-being through education. * Occupational therapist- occupational therapists help people with mental, physical or social disabilities to independently carry out everyday tasks or occupations. They work with children and adults of all ages, whose difficulties may have been present since birth, or the result of an accident, illness, ageing or lifestyle. * Learning disability nurses- learning disability nurses
Occupational therapy is a service that helps patients strengthen the way their nervous system functions. (Goyer) Occupational therapy helps individuals with the following; body awareness, coordination of each side of their body, fine motor control, organization, motor planning, motor movements and coordination, ocular motor skills, self- regulation, sensory modulation, and stimulation. Since occupational would be helping patients learn and cope with their disabilities and perform everyday activities the list of equipment that would be required would be endless. Sometimes occupational
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
Unit Number: 205 Schools as Organisations Worksheet 1: Different Types of School Characteristics of this type of school Assessment Criteria Primary (Infants & Junior): Secondary; Or three tier First school: Middle School: Upper School: Primary Schools generally cater for children aged from 4-11. Primary schools are often subdivided into Infant School for children aged 4-7 and Junior School for children aged 7-11. All state Primary Schools are obliged to follow a centralised National Curriculum. Each year is usually taught by one class teacher. Secondary School also known as High School is for children aged 11-18.
They should also monitor the health and wellbeing of a Service User and report any concerns. Occupational Therapist - specializes in evaluation and treatment of various diagnoses that limit functional independence. They develop an individual treatment programme of exercises, massages and activities, and implement the use of any required aids that may be required by an individual. 3.2 What equipment could be available to a person that has multiple and/ or disabilities to assist them with daily living (different
PROVIDING SUPPORT TO MAINTAIN AND DEVELOP SKILLS FOR EVERYDAY LIFE LO1 1.1 Compare methods for developing and maintaining skills for everyday life Within my work setting of the nursing home, we have several ways we help develop skills for everyday life. Within the home we have a physiotherapist, who works with residents to help them get better mobility by helping them move their arms and legs better as an example and encouraging them to attempt the exercises when alone also. Once a resident has improved with their mobility it’s down to the care staff to help encourage them to continue using this daily life skill by encouraging them to be as independent as possible with things they are known they are able to do reporting any problems and development to the physiotherapist. In addition to this, the nursing staffs also help with everyday life by helping with medication needs and treating any wombs or injuries they have. They also help by ensuring any continence needs are met to help them feel more confident in daily life rather than feeling afraid to embrace everyday life due to continence issues.
Infant and Toddler Learning Development Sheila Bagwell Infant and Toddler Learning & Development/ECE345 Merrian Gagnon Throughout their day-to-day experiences with infants and toddlers, caregivers will find that there are developmental strands that tie the elements together, much like a ribbon. The strands come together to create a picture of excellent care for infants and toddlers. The strands do not represent lessons or activities in the traditional sense. Rather, the strands provide a framework that supports optimal developmental in all areas. The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time.
The teacher’s role is to promote learning using the children’s interests to develop the curriculum. This means the teacher is not actually teaching the class or leading the class like most teachers. The teacher is promoting the specific learning skills that they want the children to learn but allowing them to run the classroom while giving them guidance. Every child has different ways of learning and a style in which they like to learn. The teacher must ensure they are reaching all of these different types of learning styles.
Through my YTS scheme on leaving school through Working with children with physical, visual and mental health and disabilities, I was developing their fundamental skills giving the basic understanding of all the core skills, encouraging play to learn how to express themselves in various ways through drama, sketches, singing, and also through various arts and crafts developing the artistic element. Collaborative working with other health professionals working as a team ensuring that safety in the work place was always in place whilst the service to the children was always maintained. As a nursing assistant I worked with service users with cancer, spinal and head injuries. Providing bedside care to my patients, through personal care, medication, assisting and helping with their nutritional needs and fluids, Neuro observations whilst also working alongside relatives and members of the multi-disciplinary team of doctors, staff nurses, consultants, tissue viability nurses, Speech and language therapists, working as a supportive and versatile team member demonstrating a high standard of occupational practice, respecting individuals (patients, relatives and my work colleagues) maintaining confidentiality, privacy and dignity. Providing high standards of care and reporting accurately and appropriately in any change of patients medical or health