Pupil Z Individual Observation Program Essay Example | Topics and Well Written Essays - 1250 words

bookman Z Individual Observation Program - Essay ExampleI intractable I should then carry out the two-week observation programme. For one week, I have observed savant Z accessing train activities and vacuous time in the supportive sitting position, stimulated by his hand while exploring items on his tray. In the second week, I prioritized opportunities for Pupil Z to access school activities and leisure time by lying on his back (supine position) and exploring his surroundings with his feet. These activities were a precursor to other labor skills (hands exploration), seeking to establish the impact these activities may have on his alertness, motivation and daily learning. Settings Pupil Zs two-week individual observation programme started when he entered the school and it stopped when he left (9.30-3.30) each session / activity. Each session lasted about 25 proceeding. Pupil Zs am/pm snacks (2 x 30 minutes) included a 5 minute break, lunch (60 minutes plus 5-minute break), and 5-minute breaks between the sessions / activities. These breaks were non included in the total number of minutes of observation per day (200 minutes) and 1000 minutes per week. Every morning, Pupil Z had one-to-one interactions with an adult (massage). He was observed participating in disunite greetings, one additional group activities (e.g. sensory story, foot spa, messy play, etc.), and a self-occupation time (sensory exploration). An interval of 5 minutes was often allowed between the 25 minutes activity / sessions in order to prevent immensity and ensure that adjustments were do to fit his energy level. Every afternoon started with a self-occupation time (Little Room), followed by a sensory exploration. Next came a group activity, and the session usually ended with the whole class motto goodbye to each other. An interval of 5 minutes was allowed between activity/session. I felt it was distinguished to provide Pupil Z with various short, repetitive, and well-cued routines ( e.g. simple speech, environmental sounds, smell, body signs, etc.) in order to benefactor him orientate in activity, to understand what is going on, as well as to build his confidence and participation. From my privies observations of Pupil Z, I have also implemented motivating stimuli and activities during the two-week observation programme in order to cause him (Appendix, 4). I have used the school timetabling curriculum forms for key stage 2 (see Timetable 2 and 3) to subject my findings. The observation gathered on the observation form, (timetabling curriculum forms) were filled in traffic lights green, orange, red and game (Table 2 and 3). This overall description of the alertness categories of Pupil Z was complemented in agreement with class staff, on board example behaviour for each category where Pupil Z displayed most common behaviour during school days. Table 1 renderings of Pupil Z different alertness levels Alertness level Colour Description Behaviour Active, focuse d on the environment Green Engaged in sensory activities (e.g., listening, touching, smelling, etc.). Focused on other individuals or on materials in the classroom. Eyes open, head movements, body activity, reaching toward / for object(s), smiles, laugh and made some other types of vocalisation. Inactive, withdrawn Orange Focused on himself or without any focus. Activities are not directed to the environment. Flat posture, head down or turn