Develop a scenario that captures the needs of a student. The student can be hypothetical or can be based on your knowledge of a particular child and their needs | Homework Helpers

Assessment 1 1500 words

Assessment details

This assessment task comprises the following three components:

Part A: Scenario 375 words

You are to develop a scenario that captures the diverse needs of an individual student (e.g. dyslexia, gifted, refugee, Down syndrome etc.) within a primary based context. Your scenario should include a brief profile of the student, summarise any relevant information that you can provide about the student’s learning needs (academic, social and emotional) and should contextualise the learning environment in which they are currently in.

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Part A: Scenario

Develop a scenario that captures the needs of a student.  The student can be hypothetical or can be based on your knowledge of a particular child and their needs

Diversity can include

• a learning difficulty, (eg dyslexia)
• a specific disability (eg Down syndrome)
• Giftedness
• Refugee or similar traumas.

The scenario is to be based in the primary school context (ie, not secondary)

INCLUDE: 

A brief profile of the student

Any relevant information about the child’s learning needs (academic, social and emotional)

The context of the school/learning environment the child is currently experiencing

Please note: If you are basing your paper on an actual case you are familiar with, please ensure no identifying information is included in your paper

DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US

EXAMPLE:

Mary is a ten-year-old grade four student with diagnosed Autism Spectrum Disorder (ASD), which is described as high-functioning.  No funding assistance is allocated for Mary’s education.  Mary attends a mainstream government primary school and is well supported by her parents.  The primary school services a student population of 375 students of which 15% are from indigenous backgrounds and 10% from a diverse range of cultural backgrounds.  The school has a broad socio-economic mix and is located in a major regional centre.  Mary is a member of a composite grade three and four class of 22 students, including three from indigenous backgrounds and one for whom English is an aIDitional language (EAL).  The class teacher is an experienced three year graduate with no aIDitional training in any specialist area.

Part B: Consideration of theoretical perspectives 375 words

In relation to the three theoretical perspectives outlined within this unit (developmental, sociocultural and critical theory) analyse of how these perspectives can be used to help you support the child discussed in the scenario (Part A) and support your recommendations (from Part C).

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Part B: Consideration of theoretical perspectives

Discuss the three theoretical perspectives outlined in this unit (developmental, socio-cultural and critical theory), and analyse how these can be used to help you support the child in this scenario.   Show how these perspectives can help support the recommendations you will make in part C.

Make sure you provide evidence of your understanding of these three theories in your discussion, and try to link these theories to your recommendations in part C.

DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US

EXAMPLE:

From a critical perspective, education gives multiple avenues to transform the thinking and beliefs of individuals to achieve fairness and equity for all (Prilleltensky, 2014).  According to the work of theorists and activist such as Freire, Habermas and Marx, critical theory and critical pedagogies enables transformation of the relationships between teaching, learning and power. Research suggests this enables students to not only recognise but also analyse, question and evaluate inequalities, biases and discriminations to create an environment that is equal and fair for all (Blaise, 2011).  This initiative can be used to create a classroom that promotes inclusive behaviours and result in a sense of acceptance and belonging for Jenny, in turn giving the freedom and ability for her to access learning as an accepted member of the class (Duchesne, McMaugh, Bochner & Krause, 2013).

Part C: Recommendations 750 words

Based on research, develop a response to this scenario by identifying the key areas you would focus on and what theory(s) would support this. Furthermore, identify the strategies that you would use to cater for the student’s individual needs and authentically integrate their learning within the teaching environment.

Power point from my teacher

DO NOT USE THIS EXAMPLE THIS IS WHAT MY TEACHER GAVE US

EXAMPLE:

To work on Jayden’s ability to focus on a task, the teacher can use strategies that relate to socio-cultural theory. Bringing in a system of scaffolding student work and making tasks authentic will help Jayden to focus. With guidance on tasks until he has a deeper understanding, there is a higher chance of Jayden engaging (O’Donnell, 2012). In this strategy scaffolding will be provided either by the teacher to small groups or individuals, or through mixed ability groupings. According to Vygotsky (1978), using mixed ability groups will also improve all students’ social skills, which allows for a more accepting classroom environment.

Assessment criteria

To receive maximum marks for this assessment task, your responses to each part of this task must be thoughtfully composed to showcase your understanding of diversity and inclusion. Furthermore, your responses should demonstrate your ability to critically reflect upon the theoretical perspectives reviewed in this unit.

1. Scenario demonstrates a high level of knowledge and a balanced understanding of the child’s diverse needs and the context of the chosen scenario. 20%
2. Consideration of theoretical perspectives demonstrates a high level of competency integrating theory and practice. 20%
3. Recommendations accurately identify the key areas on which you would focus with this student, and what theory(s) would support this. Furthermore, they accurately identify a range of strategies that could be used to cater to the student’s individual needs and which clearly articulate how their learning could be authentically integrated within the teaching environment. (PART A 20% PART B 20%)
4. Professional presentation, format, structure and referencing. (20%)

Marking guide

Scenario (20%) worth 20% of the whole mark

The scenario demonstrates a deep, insightful and accurate knowledge and understanding of the child’s diverse needs (academic, social and emotional) and the context of the chosen scenario. The scenario is highly relevant, contextually appropriate and accurate.

Theoretical perspectives (20%) worth 20% of the whole mark

A comprehensive, reflective and accurate analysis has been provided, demonstrating a high level of competency using the theoretical perspectives revised in this unit, to support the child in their scenario and recommendations. The analysis is well supported with relevant academic literature.

3 (a) Recommendations identify key focus areas and the theory(s) that would support them. (20%)

Highly appropriate and thoughtfully considered key focus areas have been identified and a well justified. An accurate explanation has been provided, as to how these could be supported with theory(s) and is well supported with academic literature.

3 (b) Recommendations identify a range of strategies and articulate how learning could be authentically integrated. (20%)

A thoughtfully considered and highly appropriate selection of strategies have well-appointed and justified. A well-developed rationale has been included, articulating how the student’s learning could be authentically integrated within the teaching environment.

Presentation (20%)

Exemplary standard. All components of the task are well-structured, flow seamlessly and are professionally presented. Spelling, grammar, expression and structure are of a professional standard and APA referencing adhered to consistently.