Identify and discuss five strategies for dealing with stressors in the workplace. Reflective Practice.
Activity Planning and Implementation: Using the data obtained from observing the focus/fictitious child and devising their IEP, develop, help, implement, and present two activity plans that outline learning opportunities to promote the pupil’s, independence and responsibility (examples include circle time, play, drama, music, cookery, care-skill, routines, and functional activities to help the child access the curriculum in a meaningful way). Each activity plan should use the Headings below • Description of activity • The rationale for the activity (to promote the pupil’s independence and responsibility) • Planning the activity • List of materials (to be) used • Implementation of the activity (provide a detailed account of how you carried out or would plan to carry out the activity with the pupil and show how you supported or intend to support the pupil, whilst also promoting independence and responsibility) • Analysis of how the activities were or could be adapted to support the child in accessing the national curriculum (is/was it meaningful for the child and did it incorporate their strengths and interests?) • Evaluation of the activities • Outline of the skills used in your role as a student SNA while assisting the teacher in the implementation of the activity plans. • Where possible include photographic evidence (include pictures of the activities/materials without identifying individuals) Stressors in the workplace: ➢ Describe what is meant by workplace stress. ➢ Identify and discuss five strategies for dealing with stressors in the workplace. Reflective Practice. ➢ Present a critical reflection on your own personal attitudes, values, beliefs and assumptions in relation to learning about and/or working with and on behalf of people who present with special educational needs. ➢ Reflect on areas you found challenging and stressful while working as a student SNA.
