Scenario 2
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School
Melbourne Institute of Business & Technology *
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Course
CHC40221
Subject
English
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by ChancellorEagle2088
Scenario 2
You are a new Education Support Worker (ESW) trainee and have been assigned the task of assisting a year two student Sophie during a writing exercise. Sophie is trying to complete an activity where she has to copy words given to her on a lined paper worksheet. You notice that she keeps going over the lines and seems to have difficulties gripping her pencil, and you can tell she is becoming increasingly frustrated. Finally, she gives up saying that ‘she can’t do it’ and that she ‘hates writing’. You have noticed when you try to show her a different way of writing the letters, she loudly states: ‘That’s wrong, we don’t do it that way!’. Because you are a new ESW trainee and
you are unsure what strategies are already in place for Sophie, think about ways you might be able
to help her, then answer the following questions.
a)
Knowing what you have observed about Sophie, provide three reasons behind some of her challenges.
Three reasons behind some of Sophie's challenges:
1.
Fine motor skills difficulties: Sophie's difficulties in gripping the pencil and going over the lines indicate challenges with her fine motor skills. Fine motor skills are essential for precise movements required in writing and can affect her ability to control the pencil and stay within the given lines.
2.
Sensory processing difficulties: Sophie's resistance to trying a different way of writing the letters and her frustration may be due to sensory processing difficulties. These difficulties can affect her ability to process and respond to sensory input, making it challenging for her to accept changes in her writing approach.
3.
Perfectionism or fear of making mistakes: Sophie's statement "That's wrong, we don't do it that way!" suggests a perfectionistic tendency or fear of making mistakes. This fear can hinder her willingness to try new approaches and may contribute to her frustration and negative attitude towards writing.
b)
Identify and describe what document should be in place to inform teachers and support
workers around how to assist Sophie with her learning. In your response, include at least
four types of information that should be included in such a document
The document that should be in place to inform teachers and support workers about assisting
Sophie with her learning is an Individual Education Plan (IEP). The IEP should include the following
information:
1.
Background information: Provide an overview of Sophie's strengths, challenges, and any
relevant medical or developmental history that may impact her learning.
2.
Specific goals and targets: Clearly outline the specific academic and functional goals for
Sophie, focusing on areas of need such as fine motor skills, handwriting, and self-esteem.
3.
Accommodations and modifications: Identify the specific strategies, accommodations, and
modifications that should be implemented to support Sophie's learning, such as the use of
adaptive writing tools, additional time for tasks, or alternative writing methods.
4.
Support services and personnel: Specify the support services available to Sophie, such as
occupational therapy, speech therapy, or any other specialists involved in her support.
Clearly outline the roles and responsibilities of support workers and teachers involved in
her education.
c)
Provide two examples of how you could use the information in Sophie’s Individual Education
Plan (IEP) to help to boost Sophie’s self-esteem. 1.
Celebrating progress: Referencing Sophie's IEP goals, recognize and acknowledge her
achievements and progress in areas such as improving pencil grip or staying within the
lines. Provide specific feedback and praise for her efforts, highlighting her growth and
development.
2.
Personalized encouragement and support: Use the information in Sophie's IEP to tailor
your approach and provide personalized support. Offer strategies and techniques that
align with her preferred learning style or address her specific challenges. By
acknowledging her individual needs and offering appropriate support, you can help build
her confidence and self-esteem.
Cover Sheet
Task 1 – Knowledge Evidence
Task 2 – Scenarios
CHCEDS056 Provide support to students with autism spectrum disorder
CHCEDS048 Work with Students in Need of Additional Learning Support
Learner Declaration to be completed, signed and dated:
Learner please read the mandatory declaration below:
I confirm that this assignment is my own original work
, I have not duplicated from other source and have appropriately cited the original source.
I understand that Plagiarism
is regarded as cheating as it is the practice of taking someone
else's work or ideas and passing them off as one's own.
I understand that Collusion
is regarded as cheating as it is the cooperation of two or more students in plagiarism.
I confirm that I have not been involved in Plagiarism & Collusion
, however, if proven it may lead to exclusion from the course.
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