Before Devising a Paired Reading Activity, It will be Imperative to Show Evidence: Pair Reading Assignment, OU

Assessment Activity Description and Instructions to Learner:

Learners are required to complete two skills demonstration tasks. LOS 5-10

The skills demonstration tasks that must be completed under supervision, include:

1. A paired reading activity with a child who has a physical or intellectual impairment

2. A communication activity with a non-verbal child. (Activity two is to be a care routine in the setting such as feeding, toileting, general hygiene or dressing)

Written Report Word Count: 1000-1500 words each using references where appropriate to show a detailed understanding of working in the special needs sector.

The learner will be required to submit a supervisor’s report for each activity, which must be signed by their supervisor.

Assignment 1— Skills Demonstration

Skills Demonstration One

Introduction

Before devising a paired reading activity, it will be imperative to show evidence that the learner has assessed the child’s needs through informal observations and collaboration with the teacher and observed reading activities in the setting. The child and the teacher should be involved in the choice of book. Provide a short introduction giving this evidence.

Section One:

1. Provide a brief background of the child which will include:

• Age and gender of the child
• Describe particular disability/special need
• Mood-motivation of a child to complete the task
• General health in class
• Ability to complete the task

Section 2:

2. Type of book that would be used for paired reading activity. Why are you using the type of book that you have chosen?

Discuss:

• Collaboration with the child and the teacher
• Appropriateness of book i.e. pictures & text, graphics
• Suited to ability, simple, repetitive, stage appropriate
• Follows a child’s interests and choices
• Would assistive technology have helped in this activity

Section 3:

3. Factors to consider before carrying out the paired reading activity.

• Collaboration
• Level of the child
• Supporting the curriculum
• Positive support and interaction from the adult
• Learning outcomes for the child

Section 4:

4. Benefits of paired reading for that particular child in relation to

• The child’s disability and gaining proficiency
• Enjoyment and knowledge of the subject
• Benefits for – Physical, Social, Emotional, Language, Intellectual

Section 5 :

5. Other factors to be considered during activity (health & safety, assistive technology, etc.)

• Safety/hygiene of equipment i.e. book, technology
• Environment – seating, space, noise, lighting, comfort
• Familiarising self for activity

Section 6 :

6. Reflection on skills demonstration

• Describe what you did in the reading activity in full
• What did you learn about the child?
• What did you learn about self — SNA role & skills
• Importance of paired reading,
• The importance of promoting independence