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Individual observation program - Essay Example

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Abstract The aim of my professional practice is to become well-versed in how sensory impairments affect motor development in children with multi-sensory impairments. Previously, I mostly relied upon the input from the physiotherapist to direct me on how to support the physical needs of the pupils…
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Download file to see previous pages My main aim was to stimulate his interest, his ability to experience the world around him, and to motivate him to initiate movements outside his comfort zone. Through the assignment, I developed my knowledge and understanding on the movement displayed by the pupil in relation to his sensory impairments. I also gained a greater insight into the relationship between his physical experience and his cognitive abilities. In the course of my study and observations, I was able to uncover the reason why the pupil lacked the motivation to learn. All in all, I feel I am more able to incorporate the immediate environment as well as the activities which can overcome difficulties for pupils in accessing stimuli more effectively. Pupil Z individual observation programme – week 1 I completed a one-week individual observation programme on Pupil Z. In this programme, I decided to take a close look at Pupil Z’s movements. I wanted to find out about his natural movements and the ways in which any intentional actions were made. I wanted to gather information on the range of proper actions which can be made in order to ensure that I was making informed judgments about what I was seeing. I also wanted to use such informed judgments before I could develop a plan and implement a more meaningful movement experience for him. I decided I should use my observations and the standardised assessment format. This led me to explore a range of texts relating to the cognitive versus physical development of children, including studies on how pupils with multiple disabilities often suffer developmental delays. This led me to the use of Lillie Neilsen’s “Function Skills Assessment,” which is a formalised assessment tool highlighting significant milestones in the physical development of young children (Neilsen, 2000). I initially made some observations of Pupil Z while there were no stimuli or objects around him, first, while he was in a supported sitting position, and second, while he was on a supine position on the floor. Then I observed him when he explored different objects around him in these positions. I felt that this experience would enable me to compare his natural movements to his other movements when presented with objects and when given support by an adult. I was unable to observe his movement behaviours in the prone position as he did not tolerate being in this position too long and he communicated his discomfort by becoming increasingly distressed and by crying. Observation of Pupil Z’s movements without stimuli Due to his dystonic athetoid cerebral palsy, Pupil Z displayed abnormal involuntary movements that varied in intensity from mild to severe, and which often placed him in abnormal positions. For instance, his fists would often abruptly clench, his arms / hands would twist, and then his legs would stiffen and straighten. In his chair, his feet would straighten and extend for a few seconds and then relax, causing him to fall back onto his chair. His facial expressions were often quite tense. These events usually appeared in cycles of action and rest, action and rest. These overactive muscle responses often have a negative impact on his energy level, causing exhaustion and decreased energy soon after. Oftentimes, he would sleep after said incidents. When in a supine position (lying on his back), and on the floor where his limbs are free, he also displayed lots of leg movements (e.g. kicking) with his arms straightening out to his sides or moving about from ...Download file to see next pagesRead More
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