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2. Supporting Children’s Development.

Jean Piaget (1896-1980) was a Swiss psychologist. His researchand prolific writing have profoundly influenced the field of education psychology and Western education practices.

Piaget's Stages of Cognitive Development [1]

The Preoperational Period(2-7 years)

Developmental Stage & Approximate Age

Characteristic Behaviour

Preoperational Phase(2-4 years)

Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Transductive reasoning. Can think about something without the object being present by use of language.

Intuitive Phase (4-7 years)

Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. However, there is still a tendency to focus attention on one aspect of an object while ignoring others. Concepts formed are crude and irreversible. Easy to believe in magical increase, decrease,disappearance. Reality not firm. Perceptions dominate judgment.

In moral-ethical realm, the child is not able to show principles underlying best behaviour.

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Rules of a game not develop, only uses simple do's and don'ts imposed by authority.

Period of Concrete Operations (7-12 years)

Characteristic Behaviour:

Evidence for organized, logical thought. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. thinking becomes less transductive and less egocentric. The child is capable of concrete problem-solving. Some reversibility now possible (quantities moved can be restored such as in arithmetic: 3+4 = 7 and 7-4 = 3, etc.)

Class logic-finding bases to sort unlike objects into logical groupswhere previously it was on superficial perceived attribute such ascolor. Categorical labels such as "number" or animal" now available.

Period of Formal Operations(12 years and onwards)

Characteristic Behaviour:

Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. If a + b = x then a = x - b. If ma/ca = IQ = 1.00 then Ma = CA.

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Prepositional logic, as-if and if-then steps. Can use aids such as axioms to transcend human

Physically [2], between birth and age three a child typically doubles in height and quadruples in weight. Bodily proportionsalso shift, so that the infant, whose head accounts for almostone-fourth of total body length, becomes a toddler with a morebalanced, adult-like appearance. Despite these rapid physical changes, the typical three-year-old has mastered many skills, including sitting, walking, toilet training, using a spoon, scribbling, and sufficient hand-eye coordination to catch and throw a ball.

Between three and five years of age, children continue to growrapidly and begin to develop fine-motor skills. By age five most children demonstrate fairly good control of pencils, crayons, and scissors. Gross motor accomplishments may includethe ability to skip and balance on one foot. Physical growth slows down between five and eight years of age, while body proportions and motor skills become more refined.

Physical changes in early childhood are accompanied by rapid changes in the child's cognitive and language development. From the moment they are born, children use all their senses to attend to their environment, and they begin to develop a sense of cause and effect from their actions and the responsesof caregivers.

Over the first three years of life, children develop a spoken vocabulary of between 300 and 1,000 words, and they are able to use language to learn about and describe the world around them. By age five, a child's vocabulary will grow to approximately 1,500 words. Five-year-olds are also able to produce five-to seven-word sentences, learn to use the past tense, and tell familiar stories using pictures as cues.

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Much of my work as a teaching assistant would depend on cognitive abilities - sharing information with pupils and looking for signs that the information is understood. As a result, I should understand cognitive stages:

At this point I would like to refer to the “Piaget Stages”.

Piaget believed that biological development drives the movement from one cognitive stage to the next.

The psychologist described four stages of intellectual development:

Sensorimotor: (birth to about age 2)During this stage, the child learns about itself and its environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that it is separate from their environment and those aspects of their environment, like parents or favourite toy . Child continues to exist even though it may be outside the reach of its senses. Teaching for a child in this stage should be geared tothe sensorimotor system.

Following this thesis, I could modify behaviour by using the senses: a frown, a stern or soothing voice—in author’s opinion, all serve as appropriate techniques.

Preoperational: (begins about the time the child starts to talk to about age 7)Applying new knowledge of language, a child begins to use symbols to represent objects. Early in this stage he or she also personifies objects. They are now better able to think about things and events that aren't immediately present. Oriented to the present, they may have difficulty conceptualizing time. Their thinking is influenced by fantasy;the way they'd like things to be. They assume that others see situations from their viewpoint. They take in information and then change it in their mind to fit their ideas.

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Teaching must take into account the child's vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning.

Concrete: (about first grade to early adolescence)During this stage, accommodation increases. Child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand.

In teaching this could be supported by giving them the opportunity to ask questions and to explain things back to me allows them to mentally manipulate information.

Formal Operations: (adolescence)This stage brings cognition to its final form. Individuals nolonger require concrete objects to make rational judgements. At this point, they are capable of hypothetical and deductive reasoning.

Teaching for the adolescent may be wide-ranging because they'll be able to consider many possibilities from several perspectives.

Another important view I have found relevant is presented by atheorist who worked during the first decades of the former Soviet Union – Lev Vygotsky.

Vygotsky posited that children learn through hands-on experience, as Piaget suggested. However, unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the zoneof proximal development) could help children learn new tasks. This technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that adults

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can help the child learn. An example of this might be when a parent "helps" an infant clap or roll her hands to the pat-a-cake rhyme, until it can clap and roll its hands itself. [3]

Vygotsky was strongly focused on the role of culture in determining the child's pattern of development. He argued that"Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."[4]

Vygotsky felt that development was a process and saw periods of crisis in child development during which there was a qualitative transformation in the child's mental functioning.

Holistic development

Holistic development focuses on the child as a whole person – physically, emotionally, intellectually, socially, morally, culturally and spiritually. It involves studying patterns of growth and development, from which guidelines for ‘normal’ development are drawn up.The purpose of holistic education is to prepare children to meet the challenges of living as well as learning. Holistic education believes it is important for young people to learn:- About themselves. - About healthy relationships and pro-social behaviour. - Social development. - Emotional development.

It’s all about learning how to cope with reality, challenges successfully and growing up with autonomy. I believe, we can support the holistic development through recognising the pace

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of learning and by teaching accordingly to the individual needs.

I will need to be aware of the developmental expectations for the year group I am planning/helping to plan for (currently Year 7), and to give some sense of what they might be expectedto have already covered. This will give a clear sense that I am planning for progression.

Early Years settings generally take a cross-curricular approach to planning across the six areas, and recently more primary schools are returning to planning for a much richer and broader curriculum with clear cross-curricular links, rather than the more formal approach to planning for individual subject areas. Any planning that takes place will need to take into consideration the long-term planning for theyear group. The whole school sets out the overall curriculum framework that fits in with the school’s aims, policies and statutory requirements. This planning should outline coverage for each year group in each key stage or phase.

Long-term planning offers a broad framework for the following:

coverage of the national curriculum/ curriculum guidance for foundation stage

coverage of the primary strategy identification of links between curriculum areas appropriate allocations of time a broad and balanced curriculum a progression between key stages and different year

groups.

This planning, therefore, informs medium-term planning.

Medium-term planning

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Medium-term planning is the responsibility of class teachers; usually supported by the year-group team, subject coordinatorsand sometimes trainee teachers on placement. 

It outlines in some detail the programme of work that is to becovered over a half term or term. Medium-term planning generally outlines:

units of work for each subject area (these may be continuous or blocked units of work)

learning objectives to be addressed national curriculum/ Curriculum Guidance for Foundation

Stage/ PNS links cross-curricular links sequence in which the work will be delivered

(progression) activities that the children will engage in assessment to be undertaken. This planning, therefore, informs short-term planning. 

Short-term planningShort-term planning involves individual teachers setting out what is to be taught on a day-to-day, lesson-by-lesson basis (e.g. a lesson/session plan). The lesson plan enables much more focus on what specifically the children will learn, and how this will be facilitated. A session plan will identify thefollowing.

Focused learning objectives for the session:  what will the children learn? How does this relate to the national curriclum, ELG, NS, NLS etc.? Do the objectives show progression from previous sessions and has this been informed through evaluation and assessment processes?

Details about how work will be differentiated:  how will individual needs be catered for? How will the work be adapted?How might questions be targeted? How will adults be deployed

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in the room? What will you be focusing on during independent work time?

Activities and organisation:  how will the learning be achieved? How will you structure the experiences and manage the time available? What groupings will you choose?

Teaching points:  what structure will the teaching take (wholeclass, group etc)? What strategies will be employed to ensure effective teaching (modelling, demonstration, instruction etc)? How will behaviour be managed? What will you need to teach the children in order for learning to take place? (Include key questions and key vocabulary.)

Resources: indicate the materials and equipment that will be needed for the children and yourself during the session - whatspace/ room arrangement will be required, and what health and safety considerations will be appropriate?

Assessment opportunities:  what evidence will there be that the learning objectives have been achieved?How will you identify these indicators? What will the particular method of assessment be (observation, discussion, note taking, completedwork, photos tape recording etc)?

OBSERVATION  

To contribute to observation successfully I would use holisticapproach and help to nurture pupils as a matter of high importance in terms of building upon a positive relationship (e.g. meet and greet students, making sure they’re well first thing in the morning, asking them for a feedback, allowing time to settle in). I would also make sure to use positive non-verbal communication and plenty of praise where appropriate. In terms of planning, I would take on challenge of tackling educational issues pupils may have. I would do that for instance through organising or helping with after school study clubs (reading sessions or time tables,

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educational games or other activities) which can be a great opportunity for me to contribute towards students’ IEP’s whichinclude planning, targeting and assessment of students’ attainment and progress. They might feel more comfortable outside the classroom too, subsequently feel more confident during classes or before the exam as a result of attending thevarious study clubs.

How Observation Can Be Used To Support The Development Of Children?

- Knowledge of pupil development level and where to go next - planning.

- Any patterns in play and interests that can be used to support new learning opportunities. Also incorporating interactive games into learning, to keep students engaged.

- Setting issues or difficulties e.g.: ratio issues, areas where more disagreements happen etc. See where children play the most so can extend that area as appropriate.

-Knowing the skills children already have will help me understand the skills they will be developing in the near future, so I can develop appropriate activities to help them undertake the new skills.

- Recording as a crucial part of child attainment and progress. Relevant information concerning education or child’shealth needs to be recorded. It helps to organise targets and fosters successful preparation and teaching. Allowing student’s data to be updated and accessible to other relevant members of staff prevents repeating the same procedures. This could be supported by computer software where staff can share their concerns, discuss and evaluate findings (e.g. create/ update student’s profiles/ behaviour plans; manage students’ behaviour adding reports at the same time reducing excess of paperwork!).

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Arrange observationWhere?when?How?

Identify need for observation

Carry out observation

RECORD

Evaluate findings and discuss with appropriate colleagues

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Methods of Observing Young Children

1. Narrative

The most popular method of recording child observations is "narrative recording," or a written description of children's actions. As a TA at school I could choose to record with a help of technology e.g. computer software (E1 on behaviour management) after the events or logs, journals, planners etc as a detailed narrative account of behaviour recorded in a sequential manner as it happens. Not limited to a particular incident like an anecdotal record.

The observer records everything seen.

2. Anecdotal records

A brief narrative account describing an incident of a child's behaviour that is of interest to the observer.

Anecdotes describe:

•what happened

•how it happened

•when

•where

•what was said and done

These are brief

•describe one incident

•they are cumulative, collected over the school year

They are often written after the incident.

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Written samples of certain behaviours to discover how often, how long, or when a particular behaviour occurs.

Time sampling: The observer records the frequency of behaviour’s occurrence over time. Involves observing specifiedbehaviour of an individual or group, and recording the presence or absence of this behaviour during short intervals of uniform length

Behaviour is specified, defined, and limited. Provides quantitative data or number of events.

4. Event sampling: The observer waits for and records a specific preselected behaviour.

Used to study the conditions under which particular behavioursoccur or the frequency of behaviours. A "unit of behaviour" isdefined and the setting in which it occurs is determined. If studying causes or results of behaviours, then an ABC analysisis used.

A = antecedent event

B = behaviour

C = consequent event

If frequency of occurrence is the focus, the recorder can record by counting rather than description.

5. Rating Scales

Rating scales are observation tools that indicate the degree to which a person possesses a certain trait or behaviour. Eachbehaviour is rated on a continuum from the lowest to highest level. Rating scales work best where particular degrees of behaviour are well defined, and where there is a distinct difference in the behaviour

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Numerical Scales: A rating scale that is numerical in form

Raters observe children for as long as it takes to circle a number for each item, or they can observe on a daily basis andthen average the scores.

The numbers on the scale also represent words.

1 = not at all like the child

2 = somewhat unlike the child

3 = neither like or unlike the child

4 = somewhat like the child

5 = a lot like the child

Sematic Differential: A rating scale using adjectives with opposite meanings at either end.

6. Checklists

Checklists are lists of specific traits or behaviours arrangedin logical order. Check lists are especially useful for types of behaviour or traits than can be easily and clearly specified. Information from anecdotal and running records can be transferred to checklists to make interpretation easier.

7. Media Technique

Capture moments on film and then write notes about what happened

Photographs; Useful for discussion with other staff members who may not have witnessed the incident you observed. Photo should be dated and placed with the recorded notes.

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Videotapes: Record live actions of children for later observations and discussions

Staff may observe with a checklist. A group discussion of the tape can be recorded and added to the observational data.

Audiotapes: A tape can add depth to a written observationby recording a child's spoken language and/or verbal interactions with other children

Speak child's name; Current date; Classroom location.... before placing the recorder on a table or counter. Some observers speak into a cassette recorder instead of writing their observations.

Thanks to above methods I can contribute hugely to the assessment and planning. First of all I would consider two crucial aspects and ask myself relevant questions:

Subjective: What is impression of what happened during the time that I observed?

Objective: What did I actually observe? What are the objectivebehaviours that anyone could observe? What behaviours did I observe that led to my subjective impression?

Then in terms of assessment I would consider following questions: Based on what I observed and my impressions, what conclusions did I reach? Are further assessments needed?

In terms of planning however I would ask myself: Given what I know, what would be an appropriate plan for the student? What should be done? What would be helpful?

Transitions in children’s lives for each of the following are ranges:

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Birth to 3 years

Being born and entering the outside world. Learning and developing new skills. Eating solid food and learning to feed themselves. Learning to sit up. Learning to crawl and walk. Learning to communicate. Learning toilet training. Attending Day care. Going to a child minder. Leaving Parents. Starting Pre-school. Arrival of a new sibling. Introduction to different family members. Family structure change.

Transition from supported sitting to sitting up unaided is around the age of 8 months.  The changes start from the age of6 months when the child will sit held with their head firmly erect and back straight they may also sit alone momentarily and by the age of 9 months the child will be able to sit alonefor 10-15 minutes on the floor giving them a whole new view point on their surroundings.  They can lean forward to pick upan object without losing their balance.

Transition from rolling over to being mobile and crawling starts around 9 months of age.  The child will be able to liftthemselves onto their hands and knees and push back on their knees and rock they will practice this movement over and over again.  This movement will help develop strong hand and leg muscles most children learn to crawl on their own and naturally understand how to move opposite limbs at the same time.

3 – 7 years

Learning and developing new skills Attending School Nursery or Pre-school.

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Changing between different settings i.e. new school, new classroom and teacher.

Leaving Parents. Going to a child minder. Joining after school clubs. Leaving friends. Moving house or relocating. Family structure change. Arrival of a new sibling. Starting new activities such as sports. Completing homework.

Starting Nursery or pre-school children may shows sign of separation anxiety as this may be first time they have been left by their parents / carer.  This could also be the first time for some children when they have had to interact with other children of the same age.   At this age most children have limited socialising skills and are still learning and adapting to new experiences.

The arrival of a new sibling will impact the child / children in several different ways, having to share their parent’s attention, love and time.  The child / children may feel left out and excluded. This may even result in negative behaviour to seek attention.

7 – 12 years

Changing to different settings. Starting new school. Leaving friends Arrival of a new sibling. Moving house or relocating Family structure change. Meeting new friends. Completing homework. Onset of hormones / puberty.

Some children may face very particular and personal transitions when either a close family member has a serious illness or the death of a close relative which will impact and

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change the whole family structure.  Most children will experience delayed grieving until they feel that their parentsare moving on and it is their turn to express their feelings. Children can also regress back in their development for a while because of sadness, anxiety and a new awareness of deathand loss.

When starting a new school most children will feel nervous andanxious with mixing with older children and being in a larger environment.  They will have greater expectations and responsibilities and may be entering a more structured curriculum.  Children may find it hard returning back to beingthe youngest year group within the new school.

12 – 16 years.

Moving on to college, university or starting a job. Leaving friends. Leaving home to start at university. Family structure change. Completing homework. Choosing options / career. Examinations. Hormones / puberty. Moving house or relocating. The onset of puberty will affect all children with hormonal

changes.

In boys these include the production of the sex hormone testosterone which will result in the rapid growth of their forehead, jaw line and facial hair.  This also triggers the voice to break, sweat glands to produce a different type of sweat.  The boy’s testicles and penis will start to enlarge and pubic hair will grow.

In girls these include the production of two sex hormones oestrogen which initiates puberty and progesterone which prepares the body for pregnancy.  This also triggers sweat

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glands to produce a different type of sweat, the enlargement of the breast, areola and milk ducts, pubic hair will grow andthe pelvic bone and hips will widen with the onset of the menstrual cycle.

All children at the age of 14 will have to choose main optionsor subjects to study.  These choices may influence secondary education, higher education or their future career.  As these choices will affect the child into adulthood there is a great responsibility on the child to study the right subject and notto just follow their peers.  This may involve the realisation and acceptance that the child may enjoy a subject but not havethe academic ability to succeed.

How to support child's transitions?

We can support children through transitions in their lives e.g.

• Children aged 0 to 3 years coming into day care, changing rooms, leaving parents

• Children aged 3 to 7 years as they move between different settings and into school (e.g. Open days, introductory parent and child visits/tours around the school, letters and postal contact, Lunch and play time initiatives where new Children are able to join in with these times before full time enrolment. Fundraising events arranged between groups - help everyone get to know the new setting and feel more comfortable/confidence in new surroundings. Visits by teachersfor a story time or chat.

• Children aged 7 to 12 years as they move between different settings, such as moving to a new school.(e.g. making sure they’re well, asking for a feedback, allowing time to settle in).

• Young people aged 12 to 16 years for change, personal growthand moving on. (e.g Sexual education, learning opportunities –

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after school clubs, creativity groups, projects, all fosters towards productive socializing).

Transactional Analysis[5] was developed by Eric Berne in the late 1950s. Fundamentally it is:

A theory of personality A theory of communication – transactions A theory of child development – life scripts.

Some of the key assumptions underpinning Transactional Analysis is that everyone is OK, and has the capacity to think, shape their own destiny and is capable of change. It offers opportunities to understand in greater detail our interactions with others around us and is empowering for thosewho apply it to both their personal and professional relationship. As a TA I may also be successfully taught to pupils enabling them to understand the pattern of relationships and communication that they either attract or invite.

To support pupil’s self actualisation I would affirm them as aperson, recognize and acknowledge even the smallest success.

To maintain mutual respect and self esteem I would praise and give loads of encouragement, respond to individual needs and Iwould allow plenty of time.

To support identity and belonging I would express an interest in the pupil, acknowledge strengths and interests, be a good listener, use positive non-verbal signals and use reward system.

On a psychological level I would acknowledge a pupil, positively reinforce task or behaviour, allow time for interactions between us, check pupil understands the task or events that have happened, collaborate with teacher over differentiation, use behaviour policy to structure interaction.

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On a physical level I would make myself approachable at the same time maintaining professional boundaries, followed by presenting a good example. I would greet each pupil by name, smile, and use school interventions to address physical needs e.g ensuring breakfast at breakfast school, promoting healthy lifestyle, maintaining inclusion.

“Some of the ways in which Transactional Analysis help contributes to school life are:

Promoting discussion and confidence in developing emotional literacy among staff and pupils;

Providing a framework for managing conflict; Presenting an alternative model for working in

partnerships with parents, pupils and other agencies Building pupil’s confidence in responding to the

challenges of learning; Promoting the mental health of both adults and children

in schools.” (Barrow et al.,2001:4)

As a TA I need to be aware of the current legislative requirements and the school Policies. Some of these may be subject-related. It is my responsibility to make sure that they are adhered to.

Special education needs and disability Act 2001: – requires meto ensure that education providers do not discriminate againstdisabled people. This includes requirements to provide auxiliary aids through reasonable adjustment (for example, providing specialist software for a student with learning difficulties) and to make reasonable adjustments to the physical features of premises where these put disabled people at a substantial disadvantage.

Common special educational needs

The most common special needs in the mainstream classroom include dyspraxia (specific learning difficulty), Asperger’s Syndrome (on the autistic spectrum), Attention Deficit Hyperactive Disorder (ADHD), speech and language disorders and

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general learning difficulties (the slow learner). These children may need extra or different help from that given to other children. This particular help is known as ‘differentiation’ and may involve children working in small groups, working with classroom support from an adult or their peers, or working to specific targets. 

A child with special educational needs might have difficulty with: 

all of the work in school reading, writing, spelling, number work, understanding

information physical co-ordination speaking, expressing themselves or making sense of what

others are saying  socialising with their peers relating to adults behaviour organisation of their work an emotional, sensory or physical need which may affect

their demeanour in school.

Effective differentiation involves the following:

Setting clear objectives that are achievable.  Articulating these objectives to the children so that

they understand what is expected of them. Having a good understanding of the subject. Ensuring lessons have suitable content that is

accessible.  Enabling children to learn at their own pace. Planning work in meaningful contexts. Planning for progression. Assessing what the child can actually do, and using that

information to identify ‘gaps’ in learning and inform planning. 

Using teaching approaches that motivate children. Catering appropriately for children’s different

abilities.     

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Differentiation can take many forms:

input (e.g. appropriate use of language, focused questions, targeted information, repetition for specific groups etc)

tasks ( the same objective might be met through differentmulti-sensory approaches which involve active learning inmeaningful contexts)

resources (e.g. arrangement of the classroom environment,materials to support an activity, visual aids, ICT etc) 

support (e.g. peer support, group work, adult support – including the role of the teacher)

outcome (e.g. teacher/ child expectations for the finished piece of work).     

“(…)The governing body should, in cooperation with the head teacher, determine the school’s general policy and approach toprovision for students with SEN, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work. I feel therefore I should familiarize myself with SEN framework and guidelines [7]. I shall be involved in the development of the school’s SEN policy and be fully aware of the school’s procedures for identifying, assessing and making provision for pupils with SEN. For a special need learners like those with visual[8] impairment, or a hearing problem I would make use of the residual hearing and the residual vision to promote learning. First ofall I would use the curricular and baseline assessment processes to allow the learner to show what they know, understand and can do, as well as to identify any learning difficulties. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations in order to take a test, I would see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test. Next I would help to develop an Individualized Education

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Program (IEP) for each special education student. The IEP setspersonalized goals (identified and monitored individual targets) for each student and is tailored to the student’s individual needs and ability. It should be reviewed at least twice a year. When appropriate, I would seat the student closeto me whilst giving a lecture or close to key classmates if the students are in a workgroup. I have to be aware of the noise, such as unnecessary talking or whispering, and keep it to a minimum (because such noise might be distracting to someone with a hearing loss). I shall keep instructions concise and to-the-point. Occasionally I would make sure of students’ understanding. Next I would provide plenty of visualclues like charts and diagrams wherever appropriate to illustrate what I am saying. I would be directly looking at the student whilst speaking to them (to facilitate lip reading). I would use a subtle gesture and point to key words or objects and provide handouts or readings to review visuallythe points that I have made orally.

In case of visual impairment I would take advantage of students residential vision and allow them to seat where they can easily see the most important parts of the classroom, whether that is me talking, the chalkboard or a video screen. I would make sure that the classroom is well lit. Handouts, books and other reading materials have good, sharp contrast. Iwould use non-visual information liberally and ensure availability of hands-on materials, such as maps printed in three-dimensional relief or with different textures. I would learn a bit of basic Braille and encourage classmates to read Braille. I would make sure that student is included in the community of the classroom.

A regular and frequent direct teaching by a specialist teachermight be required in some cases. Also a significant piece of equipment such as a closed circuit television or a computer orCD-ROM device with appropriate ancillaries and software may be

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advised for some SEN students. There are portable reading aids, which tune into a spare channel on any TV set especiallyuseful for reading books, packets, telephone directories and so on. Low vision equipment (magnifiers) may also make readingeasier. Talking books can be supplied to people with a visual impairment.

Data Protection Act 1998, which governs the protection of personal data of my learners. Within the contracts departmentI must ensure that all data whether manual or computerised is held in the correct manner. Personal information should be adequate, relevant, accurate and up to date. It also must be kept securely and not kept longer than necessary. Information should also not be disclosed unless permission is sought or itis a matter of safeguarding. It is also important to realise that individuals have the right to view any records that are kept on them In order for these requirements to be met, the following procedures are adhered to:

- Use of specific computer programme only certain members have access to

- Learner’s personal files are kept in lockable filing cabinets

- Shredding of personal information when no longer needed

- Data is not disclosed to unauthorised persons

Because I am a beginner in the education sector I would followthe Institute for Learning (IfL) [9] guidelines which is a professional body for teachers, trainers, tutors, student teachers and assessors in the further education and skills sector.

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References:

[1] Copyright © 2000- 2010 by Child Development Institute, LLC (article available on www.childdevelopmentinfo.com/development/piaget.shtml). [2] Answers.com Copyright © 2011 Answers Corporation 2008 (articleavailable on http://www.answers.com/topic/child-development#ixzz1Aa3NVVHO )

[3] Answers.com Copyright © 2011 Answers Corporation 2008 (article available on: http://www.answers.com/topic/lev-vygotsky)[4] Mind in Society: The development of higher psychological processes (Translation by Michael Cole). Cambridge, MA: Harvard University Press. 1978 (Publishedoriginally in Russian in 1930).Read more: http://www.answers.com/topic/child-development#ixzz1BW1fWX27; Vygotsky, L.S. (1998). Child psychology. The collected works of L. S. Vygotsky: Vol. 5. Problems of the theory and history of psychology. New York: Plenum. (article available on: http://www.answers.com/topic/child-development#ixzz1BbXZTDix

[5] SAGE Publications Ltd; (Apr 2009) A toolkit for Effective Teaching Assistant 2nd Edition by Maureen Parker, Chris Lee, Stuart Gunn, Kitty Heardman, Rachel Hincks, Mary Pittman and Mark Townsend[7] Special Education Needs Code of Practice (article available on: http://www.teachernet.gov.uk/_doc/3724/SENCodeofPractice.pdf)[8] Glossary of Terms (article available on: http://www.european-agency.org/agency-projects/assessment-in-inclusive-settings/assessment-in-inclusive-education-files/glossary.doc

[9] © 2010 The Institute for Learning (Post Compulsory Education and Training), Company No. 4346361.Registered Office: First Floor, 49-51East Road, Old Street, London N1 6AH. All Rights Reserved (article available on: http://www.ifl.ac.uk/about-ifl/ifl-vision-and-strategy )

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