Rosemary’s job is very complex. The tasks and environment place a high demand on her physically, cognitively and psychosocially. Rosemary may be less able to cope with these demands or to adapt herself to the environment following her stroke. To enable her to return to work, some adjustment is likely to be needed.
Rosemary’s job is very complex. The tasks and environment place a high demand on her physically, cognitively and psychosocially. Rosemary may be less able to cope with these demands or to adapt herself to the environment following her stroke. To enable her to return to work, some adjustment is likely to be needed.
Daily diary
08:00 Leave for work
08:30 Arrive at work and attend staff meeting
08:45 Set up class for first lesson
09:00 Children arrive
09:15 Reading groups
09:45 Teach maths lesson
10:15 Playtime. Set up science lesson.
10:35 Teach science lesson
11:15 Escort children to art lesson. Return to class to mark homework.
12:00 Collect children from art lesson
12:15 Lunch break
12:45 Set up for spelling and writing lesson
13:00 Children return from lunch. Teach spelling and writing lesson.
13:30 Help children change for PE. Escort them to gym hall. Set up for gym class and teach lesson.
14:00 Clear up the gym hall. Escort children back to class and help them change back into school uniform
14:15 Playtime
14:30 Reading corner
15:00 Tidy up time. Help children get ready for home
15:15 Tea break
15:30 Planning for next day and marking work
16:30 Leave for home
Demands
Physical skills:
Walking, balancing, standing, sitting, low level sitting, stooping, crouching, kneeling, pushing, pulling, carrying, reaching, co-ordination, dexterity, bi-manual, endurance.
Psychosocial skills:
Listening, talking, interacting with individuals, small groups and large groups, facilitating groups, adapting communication to individual needs, empathy, assertiveness, respecting confidentiality, dealing with challenging behaviour.
Cognitive and perceptual skills:
Attention, concentration, memory, initiation, prioritising, planning, organising, reasoning, problem solving, adapting, reading, calculating, self monitoring, depth & distance perception, body positioning, spatial awareness, form constancy, figure ground discrimination, colour perception, sequencing.
Environmental demands:
Busy, noisy, frequent interruption, frequent distraction, not always suitable for task, needs to be adapted or adapted to frequently, limited control over range of tasks, timing and routine.
Page last reviewed: 08 Apr 2021
