This assignment will focus on a pupil, eight years of age, who has a special educational need (SEND). In the context of this assignment, SEND refers to a pupil who has a difficulty in learning that is significantly greater than those of the same age (DfE, 2015). The pupil’s needs and requirements feed in the area of cognition and learning, as he has a moderate learning difficulty (MLD). His knowledge and understanding of mathematical concepts and the ability to obtain basic numeracy skills are at a lower level than his peers (TDA, n.d.).
During my school placement, I observed a pupil with SEND in relation to his cognition and learning in numeracy. His needs have been assessed through ongoing observations and assessments, and his progress against the national numeracy framework and the national curriculum, which are recognised as barriers …show more content…
The LSA worked at a slower pace than the teacher and according to the pupils need/to tailor to the needs of the pupil, as this would help him to understand explanations and concepts at his own pace (Birmingham city council, 2014). The LSA reinforced the concept of subtraction and provided further examples than those given by the teacher, to ensure the pupil had fully understood the concept. The LSA taught the pupil according to the right level/ his level of understanding, as learning was structured in small steps, to promote the pupil’s progress and learning in maths (ATL, 2013). After a short teaching input, the pupil received all the necessary information required to complete his activity, according to his needs. The LSA then supported the pupil during the learning task, where he worked with the pupil and slowly withdrew the scaffold, when the pupil was confident to attempt the questions by himself and no longer need support, encouraging independence (Van de Pol et al.,
During my school placement, I observed a pupil with SEND in relation to his cognition and learning in numeracy. His needs have been assessed through ongoing observations and assessments, and his progress against the national numeracy framework and the national curriculum, which are recognised as barriers …show more content…
The LSA worked at a slower pace than the teacher and according to the pupils need/to tailor to the needs of the pupil, as this would help him to understand explanations and concepts at his own pace (Birmingham city council, 2014). The LSA reinforced the concept of subtraction and provided further examples than those given by the teacher, to ensure the pupil had fully understood the concept. The LSA taught the pupil according to the right level/ his level of understanding, as learning was structured in small steps, to promote the pupil’s progress and learning in maths (ATL, 2013). After a short teaching input, the pupil received all the necessary information required to complete his activity, according to his needs. The LSA then supported the pupil during the learning task, where he worked with the pupil and slowly withdrew the scaffold, when the pupil was confident to attempt the questions by himself and no longer need support, encouraging independence (Van de Pol et al.,