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

Pupil Z Individual Observation Program - Essay ExampleI decided I should then carry out the two-week observation programme. For one week, I have observed Pupil Z accessing school activities and leisure clip in the supporting sitting position, stimulated by his hands 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 otherwise motor skills (hands exploration), seeking to establish the impact these activities may have on his visual acuity, 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 sitting / activity. Each session lasted about 25 endorsements. 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 not included in the total number of minutes of observation per day (200 minutes) and 1000 minutes per week. every(prenominal) morning, Pupil Z had one-to-one interactions with an adult (massage). He was observed participating in class greetings, one additional group activities (e.g. sensory story, foot spa, untidy 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 broadness and find out that adjustments were made 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 normally ended with the whole class saying goodbye to each other. An interval of 5 minutes was allowed between activity/session. I felt it was important to allow Pupil Z with various short, repetitive, and well-cu ed routines (e.g. simple speech, environmental sounds, smell, body signs, etc.) in order to help 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 motivate him (Appendix, 4). I have used the school timetabling curriculum forms for key stage 2 (see Timetable 2 and 3) to present my findings. The observation gathered on the observation form, (timetabling curriculum forms) were alter in traffic lights green, orange, red and blue (Table 2 and 3). This overall description of the alertness categories of Pupil Z was complemented in agreement with class staff, alongside sheath behaviour for each category where Pupil Z displayed most common behaviour during school days. Table 1 Descriptions of Pupil Z different alertness levels Alertness level Colour Description Behaviour Active , focused 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