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Educational Psychology Assignment 4 - Support Plan and Assessment Form R80,00
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Educational Psychology Assignment 4 - Support Plan and Assessment Form

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This essay covers assignment 4 - Psycho-educational support in practice – Support plan and Assessment Form

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  • June 29, 2022
  • 15
  • 2020/2021
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shannonschofield
ASSIGNMENT 4




PSYCHO-EDUCATIONAL SUPPORT IN PRACTICE – INDIVIDUAL SUPPORT PLAN AND SNA 1




IN PARTIAL FULFILMENT

OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION

(FOUNDATION PHASE) (PGCE FP)

FOR



EDUCATIONAL PSYCHOLOGY - FP (ED4-PSY1)

AT

CORNERSTONE INSTITUTE




BY





7 OCTOBER 2020

, 3. INDIVIDUAL SUPPORT PLAN (COMPLETED BY CLASS TEACHER AND SBST)
NAME: DOB:
Grace M 2012/06/25
DATE: GRADE:
2020/10/01 Grade 2



Area(s) in Target to be Strategy of intervention Responsible Time Review date Comment on
which achieved person frame progress made
support is in achieving
needed target(s)
 Improve interactions and  Encourage teamwork and bonding activities with
Communication communication with peers. small groups and whole class.  Teacher and  Within the  23 October 2020  The learner is
 Improve teacher/ learner  Clearly detail instruction and repeat if needed. Learner month. responding well to
communication on tasks  Assign a mentor teacher to support learner with direct instruction and
given, ensure instructions tasks if necessary. group work that is
are understood.  Create role play scenarios that focus on guided by the
appropriate communication. teacher.
 Improve task completion.  Assist learner in completing tasks on time and
Learning  Improve handwriting and assign mentor teacher where needed.  Teacher, Learner  By the end  15 December 2020 N/A
spelling.  Differentiate activities that focus on handwriting, and Family of the year.
 Improve Maths and spelling, and pencil grip.
sentence structure.  Create activities that focus on fine-motor
 Improve reading and development strengthen finger muscles and
squinting. increase coordination.
 Illustrate specific Maths techniques and create
fun activities.
 Rearrange learners seating so that she is closer to
the board and does not need to squint.
 Adjust lesson content and ability groups for
reading and writing.
 Increase shared, group guided, and paired

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