QQi Special Needs Assisting (SNA) , Assignment, CMIT, Ireland

Assessment 1. Personal Learning Plan

• Level 5 Certificate / Leaving Certificate (or equivalent) or relevant life experience. Please provide details below.
• As this NFQ level 6 qualification is delivered through English, it is necessary learners will have sufficient written English skills to complete this course.

Assessment 2.

• Identify, and provide an overview of, two specific pieces of legislation which impact on the provision of special needs education in Ireland.
• Provide two examples, per piece of legislation, to show the link between each piece of legislation and the practical supports which may be made available (1.4). 500

Assessment 3

•  Devise a learning opportunity to promote independence and responsibility for the child (2.4) and
• Identify the skills required by an SNA to carry out the activity (ref. 1.1, 2.2, 2.3, 4.1).

Case Study for Assessment 3

• Physical challenges: Sarah’s cerebral palsy affects her gross and fine motor skills, making it difficult for her to perform tasks that require precise movements or coordination. She struggles with activities such as writing, buttoning her clothes, and using utensils. Walking independently is challenging for her, and she often requires a mobility aid such as a walker or wheelchair. Sarah’s physical difficulties also make it challenging for her to participate in physical education classes or play sports with her peers.
• Speech and communication: In addition to her physical challenges, Sarah also experiences difficulties with speech and communication. She has limited verbal communication skills and may rely on augmentative and alternative communication (AAC) devices or methods to express herself effectively. Sarah’s communication challenges can make it challenging for her to participate in classroom discussions, share her thoughts, or fully engage with her peers.
• Social interaction: Despite her physical difficulties, Sarah is a friendly and sociable child. She enjoys interacting with her peers and seeks attention from others. Sarah may use nonverbal methods, such as making noises or using gestures, to initiate interactions and engage with her friends. Other children respond positively to her efforts to connect with them.
• Academic challenges: Sarah faces various academic challenges due to her physical difficulties. Writing tasks can be particularly challenging for her, as she struggles with controlling her hand movements and maintaining a steady grip on a pen or pencil. She may require additional support or adaptations to complete written assignments. Similarly, activities that involve fine motor skills, such as cutting with scissors or manipulating small objects, can be difficult for Sarah.
• Physical education and recreation: Engaging in physical education classes and recreational activities can be a significant challenge for Sarah. Her limited mobility and coordination make it difficult for her to participate fully in physical activities alongside her peers. Adaptations and accommodations may be necessary to ensure her inclusion and active participation in physical education classes and recreational programs.