TDA33-1.4: Offer constructive suggestions for own role in supporting planned learning activities.
My role in most planned learning activities would be to set up the activity and support the students throughout.
As an example: I run a sensory room session one morning every week, for this activity my tasks are as follows:
Setting up the room with the equipment required for the individual students depending on their targets.
Supporting the students throughout the activity providing them with an opportunity tomake choices and learn in a safe environment suitable to their needs.
Ensure that equipment is stored safely after the activity.
Provide a reflective record of the activities carried out.
TDA33-2.1: Select and prepare the resources required for the planned learning activities.
For a sensory room session I would select different resources for each individual student dependent on their targets, requirements, abilities, likes and dislikes.
For wheelchair users I would ensure that hoists, slings and a safe floor space is provided for them to come out of their chairs to have more freedom of movement.
Choice making is a big part of learning within my setting, so I would often provide switch controlled activities such as switch controlling the color changes on the bubble tube, switch controlling music, using the interactive projection floor (OmiVista) or Eye Gaze.
Floor mats, supportive cushions, beanbags etc. may be used for comfort and safety.
TDA33-2.2: Develop and adapt resources to meet the needs of learners.
Due to the nature of our school, we are always finding ways to adapt resources to meet the very complex needs of our learners.
I'm currently working a lot on switch controlling various electrical items.
For the class ICT session, I have linked a Bluetooth switching device (Blue2) with an iPad to allow a student with visual impairment and very limited movement to activate music and sounds.
