-          Reflective practitioner 

o   Religion, meaning and philosophy of life: norms, values, ethics

o   Relationship between education and society from a philosophical perspective

o   Updating professional skills 

Theme 2: Support learning PUPILS

Standard 2.1: TA should know the most common disabilities in the Bhutanese context. 

ABC (finished diploma, first year, after few years)

(A=finished diploma (beginning-mini), B=first year (developing-medi), C=after few years (excellent-maxi))

Standard 2.2: TA should have an understanding of inclusive and accessible approaches to learning and teaching. 

Standard 2.3: TA should use assistive technologies related to SEN in practice.

-          Voice (advocacy) and assistant of pupils with SEN and disabilities 

o   Inclusive education 

o   Introduction to SEN and disabilities 

o   Resources and assistive technology (e-skilled)

o   Working with individual pupils and groups of pupils  

o   Health and medical issues 

o   Safeguarding / child protection

o   Behavioural management  

Theme 3: Support teaching CLASSROOM TEACHER

-          Learning environment

-          Basic pedagogical knowledge 

-          Planning 

-          Assessment and reporting 

o   Effective classroom management 

Theme 4: Being a member of the school team SCHOOL

-          Working with other professionals, colleagues, parents and caregivers, external… 

o   Academic skills (poster in publisher)

o   Communication skills and language (In dialogue)

o   Managing events and visits

o   Guardening, mealtimes, toilet…

Theme 5: Bhutanese Values BHUTAN 

-          Society, dzonghka

o   Introduction to the Education system in Bhutan

o   Inclusive policy and strategy Bhutan (GNH)

o   Reflecting, applying and promoting Bhutanese values and attitudes

1.1 Professional ethics and conduct
1.2 Reflection on own professional practice
1.3 Participation in continuing professional development

PUPILS:
2.1 The needs of learners with disabilities and learning differences
2.2 Basics of typical and atypical child development
2.3 Knowledge of a range of assistive technologies and learning resources

TEACHER:
3.1 Inclusive communication,  participation and engagement strategies
3.2 Core subject knowledge and pedagogical approaches
3.3. Effective use of whole class and individual education plans.

SCHOOL:
4.1 Monitoring and evaluation of learner progress,  achievement and behaviour
4.2 Sound knowledge of school policies and procedures
4.3 Participation in class and whole school meetings and events

SOCIETY:
KARMA and colleagues – please advise re 3 key themes:
5.1. Bhutanese culture and values?
5.2 Participation in whole school and local community events?
5.3 ? NGOs and charitable institutions ( as related to children with SEN / disability etc?)