By Pilla Pickles
This can be a useful and creative advisor to the administration and schooling of youngsters with serious motor problems. it's quite helpful for mainstream faculties and likewise certain colleges and youngsters at domestic.
Read or Download Managing the Curriculum for Children with Severe Motor Difficulties: A Practical Approach PDF
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Extra info for Managing the Curriculum for Children with Severe Motor Difficulties: A Practical Approach
Has thought been given to how the pupil will carry their books, small equipment and possibly laptop computer around the school and who will monitor this? Has the timetable allowed for two people from the support team to hoist or position a pupil in equipment, if necessary? Whose responsibility is it to regularly monitor and mend the equipment and who will fund this? If equipment unexpectedly breaks, is there a spare wheelchair or major buggy available in school with safety harness and have parents and therapists agreed on its use?
Folders can be collected, liaison forms copied, filed appropriately and the folder returned to the pupil the same day. The SENCO should also keep a centrally stored copy. Home/school liaison books Normally schools set short-, medium- and long-term goals for the whole school, planning the delivery of the curriculum with these goals in mind. This works well, ensuring continuity for each pupil, subject and year group and the school as a whole. All children from the School Action stage onwards have an IEP to ensure that there is proper planning in the curriculum and provision to develop the pupil’s specific areas of need.
The pupil’s therapy programmes will clearly list aims and objectives and should, wherever possible, be included as part of the curriculum. Using fists, together and separately – voluntary movement Pupils who are only able to use fists should practise using two fists together, then left and right separately.
Managing the Curriculum for Children with Severe Motor Difficulties: A Practical Approach by Pilla Pickles