The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this booklet with accuracy.
Knowledge Assessment
1. Define your understanding of the term ‘additional needs' and provide examples of the characteristics or behaviours that this term may encompass.
2. Describe the meaning of the term ‘inclusion' in the context of early childhood services.
3. To complete this task refer to the reading:
Position Statement on the Inclusion of Children with a Disability in Early Childhood Education and Care, ECA, (2012).
List and explain the principles of the Position Statement.
4. Briefly outline the intent of the Disability Discrimination Act 1992.
5. Under what circumstances might early childhood services be exempt from the requirements of this act?
6. Provide an example of how an early childhood service might directly or indirectly discriminate against a child or parent.
7. Gyrenot-Scheyer, Schwartz and Meyer (1998) suggest that there are nine key quality indicators of best practice principles in relation to inclusion. In the table below, match each quality indicator to the descriptor.
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Quality Indicator
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Descriptor
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Indicator 1: There is a holistic view of child development.
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a. A program to meet each child's individual needs is developed and delivered and where possible children with 'additional' needs are integrated into the regular program.
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Indicator 2: Educators develop a sense of community.
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b. Educators actively engage in critical self-re?ection as a way of improving practice.
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Indicator 3: Collaboration
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c. Educators have a sound understanding of child development and the importance of family and culture, used to identify the unique strengths and needs of each child
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Indicator 4: Authentic assessment.
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d. There is a collaborative approach among educators who share a set of common goals and engage in discussion and problem-solving.
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Indicator 5: Heterogeneous grouping.
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e. Individual children are assisted to develop speci?c skills that will help them to interact and reach their full potential.
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Indicator 6: Range of individualised support and services.
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f. Educators recognise the need to use a variety of teaching and learning strategies to support each child.
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Indicator 7: Engagement and active learning.
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g. There is a commitment to ongoing assessment of children, programs and educator strategies with a view to continuous improvement.
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Indicator 8: Re?ective teaching.
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h. Educators take the opportunity to enhance children's self-esteem, social responsibility and sense of belonging by valuing each child as a unique individual and a valued and respected member of the group.
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Indicator 9: Multiple ways of teaching and learning.
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i. Children are grouped in a variety of ways in order to meet speci?c outcomes for each child.
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8. Refer to Quality Area 1, and provide an example (Standard and/or Element) that relates to inclusion.
9. Refer to Quality Area 3, and provide an example (Standard and/or Element) that relates to inclusion.
10. Refer to Quality Area 5, and provide an example (Standard and/or Element) that relates to inclusion.
11. Refer to Quality Area 6, and provide an example (Standard and/or Element) that relates to inclusion.
12. According to the NQS what does inclusion involve?
13. According to the NQS what is the intent of inclusion?
14. Identify two EYLF principles that reflect a commitment to inclusion?
15. Identity the key principles embedded in the Early Childhood Australia (ECA) Code of Ethics that reflect a commitment to supporting diversity and inclusion.
16. One of the most important roles for an educator within an early childhood environment is to facilitate a sense of belonging and inclusion.
List three strategies educators can use to achieve this.
17. There are a number of essential practices required to ensure an inclusive program. List 3 strategies and provide an explanation on how this is evident in practice.
18. List the consideration/adjustments that may need to be made in relation to staffing when children with additional needs are enrolled in the service.
19. When adapting an activity for a child with special needs the educator can assess experiences to determine how to ensure it is inclusive for the child?
Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs, California Department of Education, (2009)
a. Document the six key questions for assessing experiences as identified within the reading.
b. In the table below match the language disorder to its characteristics.
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Language Disorder
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Characteristics
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Otitis Media (OM)
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a. Difficulties in the ability to attend to, process, comprehend, retain, or integrate spoken language.
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Apraxia of speech
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b. Speech sound errors which do not change in different word contexts - characterised by omission of sounds, substitution of one sound for another or distortion of sounds.
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Expressive language disorder
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c. Term used for middle ear infections and is also referred to as 'glue ear'. OM is caused by a viral infection.
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Receptive language disorders
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d. When there is any intermittent or progressive change in voice quality, eg the voice seems hoarse, husky, breathy, nasal, and monotonous. Complete or transient loss of voice or persistently inappropriate voice quality, pitch or loudness.
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Voice disorders
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e. Difficulty with verbal expression (putting words together to formulate thoughts).
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Articulation disorders
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f. A motor-speech programming disorder resulting in difficulty coordinating the oral-motor movements necessary to produce and combine speech sounds (phonemes) to form syllables, words, phrases and sentences.
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c. What educator strategies should be used to talk to children with any identified language disorders
d. Identify the support provided by the following specialist services
Specialist service
Speech/ Language Pathologist/ Therapist
Audiologist
Educator of the hearing impaired/ deaf
Early intervention educator
20. List four possible indicators of visual impairment.
21. To complete this task, go to your text and refer to the following readings:
Working with Children with Attention Deficit Hyperactivity Disorder (ADHD), National Childcare Accreditation Council, (2009).
List the key strategies that could be used to support a child with Attention Deficit Hyperactivity Disorder (ADHD).
22. To complete this task, go to your text and refer to the following readings:
What are autism spectrum disorders? Aspect Spectrum Australia.
Early indicators for Autism Spectrum Disorders (ASDs) cover a range of symptoms, provide an example of an early indicator for each category listed below.
Category
Behaviour
Sensory
Communication
Social Skills
Play
23. Read the scenario and answer the related question.
Spiders
The educator has set up a project on spiders, providing a wide range of opportunities for children to explore and investigate. Kyle, Laila, Asher, Tilly and Maya have contributed to the project in different ways.
Kyle (4 years 6 months) has autism. He functions quite well in the centre as long as his routine is maintained and he is given plenty of unhurried time to complete tasks. Kyle has limited language and uses word/picture cards to communicate. Kyle loves to draw. His drawings are extremely detailed which reflects his amazing eye for detail. The educator has provided Kyle with a series of photographs of different types of spider webs for Kyle to examine and draw.
Laila (4 years 8 months) is delayed in all areas of development. She finds it difficult to concentrate and stay on task and prefers experiences where she can move around and interact with materials. The educator has created weaving frames made from small trees branches. Laila is working with the educator to make a spider web. She is able to use her fine motor skills to weave wool around the branches to create a web.
Asher (4 years 2 months) has well developed literacy skills. He likes to research information from books and copy things that interest him into his project book. Today he has a book on spiders which he borrowed from the local library. He is drawing a spider and has asked the educator to help him label the spider's anatomy. The educator works with Asher using the reference book.
Tilly (4 years) and Maya (4 years 7 months)are making up a song about spiders. The girls have been invited by the educator to sing their song to the group at morning tea.
a. Identify the strategies used by the educator that demonstrate inclusive practice.
24. Read the scenario and answer the related question.
Tazia
Tazia (4 years 7 months) has four older sisters. As the only son, he enjoys an elevated status in the family. His parents tend to spoil him and his sisters baby him. Tazia is large for his age, has poor co-ordination, and is rather clumsy. His fine motor skills are also poor. Tazia has age-appropriate language skills, although he often does not use his language skills to the fullest. Socially, Tazia is immature for his age. He has difficulty sharing and waiting and is easily frustrated. He tends to react physically when he is upset and seeks out adults to resolve conflicts. Whenever the educator tries to discuss her concerns about Tazia with his mother, she simply dismisses the concerns, saying he's still a baby. Tazia is due to commence school in 3 months.
a. Describe the cultural issues that the educator will need to address in order to support Tazia's development.
25. Read the scenario and answer the related questions.
Monica
Monica, a quiet, 4-year-old, seemed particularly nervous one morning. She shadowed the educator and was tearful for most of the morning. As they were sitting together on the lounge for a story and a cuddle Monica said: "My daddy hits my mummy and makes her cry". Although taken aback by this statement the educator responded: "I'm sorry your daddy hits your mummy, it must make you very sad and frightened".
a. Identify the additional needs of Monica
b. Suggest one short-term strategy that can be put in place to support her development.
26. Read the scenario and answer the related questions.
Saari
Saari (3 years) emigrated with her family 18 months ago from a small African country that was constantly at war with its neighbours. Saari's parents were teachers. Now her father works in a factory and her mother is at home with a new baby. Saari has just started childcare and attends two days per week. After her third week Saari told her mother that she no longer wanted to attend. After some gentle questioning, her mother discovered that Saari was being teased by some of the other children because of her dark skin and thick frizzy hair. One boy in particular was being very cruel. Saari tells her mother that she is afraid of this boy. Saari's mother decides to keep Saari at home for the day and calls the centre to make an appointment for her and her husband to talk to Saari's teacher.
a. Identify the additional needs of Saari.
b. Suggest one short-term strategy that can be put in place to support her development.
27. Read the scenario and answer the related questions.
AJ
Four-year-old AJ has been described by his educator as ‘4 going on 40'. AJ's mother is a substance abuser and has been in and out of rehabilitation many times. AJ is very mature for his age and tends to act more like the parent than his mother. AJ is always hungry and he is often dirty and smelly. AJ craves affection and enjoys spending one-to-one time with his primary carer. AJ can be very aggressive towards his peers and finds it difficult to share.
a. Identify the additional needs of AJ.
b. Suggest one short-term strategy that can be put in place to support his development.
28. Modifications, adaptations and supports can be utilised within the early childhood environment to assist the inclusion of children with disabilities or special needs.
With reference to the reading Inclusion Works! Creating Child Care Programs That Promote Belonging for Children with Special Needs, California Department of Education, (2009).
Complete missing information in the following table.
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Strategy
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Definition
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Example
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1.
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Environmental Support
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- Use a photo, picture, or object to signal the next activity.
- Make boundaries for activities (e.g., mark sections of the floor
- with tape, provide a tray or box lid for art activities).
- Free surfaces of bumps or smooth them with "lips" and ramps.
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2.
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Modify materials to promote independence.
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3.
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Activity Simplification
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Simplify a complicated task by breaking it into smaller parts or reducing the number of steps
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4.
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- Observe a child's interests and
then provide additional materials
or toys that match them.
- Use the child's preferred activities, such as music, to support efforts to learn other skills.
- Find ways to build on a child's
preferred activities when
introducing new ideas.
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5.
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- Ensure that providers know the proper use of adaptive or medical equipment, such as hearing
aids, glasses, or nebulizers (following licensing requirements and pediatrician or specialist recommendations) and the need for vigilance by adults when this equipment is present.
- Allow all children to participate in activities by providing appropriate seating or other equipment, such as a plastic chair near the
water table for a child who uses a wheelchair.
- Use picture cards or electronic switch-activated speaking devices for children who cannot speak, allowing them to communicate their choices
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6.
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Adult Support
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7.
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Use classmates as models to help children learn
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8.
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Invisible Support
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29. Define the term ‘task analysis'.
30. Describe how you would use the process of ‘task analysis' to assist a 3-year-old child with poor fine motor and perceptual skills to complete a 12 piece inset puzzle of animals.
31. Suggest the strategies you could put in place to support the following children:
Practice Example
32. A 3 year old child who is gifted in drawing and painting
33. A four year old child who has a reading age of 7 years.
34. A four year old child who can complete 100 piece puzzles
35. Read the scenario and answer the related questions.
Yasmin
Yasmin (5 years) is small for her age. Yasmin is delayed in all areas of development due to brain damage at birth. Yasmin's teacher recommends to her parents that they consider another year at preschool to enable Yasmin to consolidate her growing independence and self-confidence. In consultation with Yasmin's parents, early intervention services and the local school, Yasmin will commence a transition to school program. It is agreed that Yasmin will spend 2 hours at the school and return to preschool for the rest of the day. The period of time spent at school will be gradually increased over the two terms. The goal for Yasmin is to gradually integrate into the school setting while having the security of returning to preschool each day. The extended transition program aims to ensure that Yasmin's transition into school will be a positive experience and support her growing self-confidence and independence
a. Read the above scenario and explain how the educator has demonstrated inclusive practices in her work with Yasmin and her family.
36. Explain the ‘child first principle' in relation to children with additional needs.
37. The attitude of educators caring for children with additional needs has a significant impact on the child's sense of wellbeing and self- worth.
Read the scenarios and answer the related questions.
Scenario 1 Jennifer: Attitude of exclusion
Jennifer believes that Lexie, (3 years 6 months) who has a global developmental delay should be attending a special education preschool. Lexie is functioning at a cognitive age of around 2 years. She walks with an awkward gait and is still toilet training. She has a short attention span and likes to go into the bathroom and play with the taps. Jennifer does not believe that Lexie should be enrolled at the preschool because ‘she takes up too much time and it's not fair to the other children.'
Suggest the impact that Jennifer's attitude may have on Lexie and the other children in the program.
Scenario 2 Liz
Educator Liz thinks that ADHD is just a convenient label for parents who can't be bothered to discipline their children. She tells her colleagues that ADHD children just need a bit of firm management to ‘fix the problem'.
Explain how Liz's belief will affect her ability to form a positive, professional relationship with the parent of a child diagnosed with ADHD?
Scenario 3 Tom: Attitude of Bias
As part of his professional development, educator Tom has just participated in an enrolment interview with his Director. Parent's Jill and her partner Susan are new to the area and wish to enrol their son Arnie (3 years 7 months). After Jill and Susan have left the building Tom comments to his Director: "I feel so sorry for that little boy. Children shouldn't have to be subjected to such unnatural relationships!"
Explain how Tom's attitude might impact on his ability to form a professional relationship with Jill and Susan?
Scenario 4 Ellie: Attitude - ignore difference
William (4 years 9 months) has cerebral palsy - his movements are jerky and uncoordinated and his speech is slurred. Rosie (4 years 9 months) is sitting with educator, Ellie, watching William and several other children playing in the sandpit.
Rosie: "Ellie why does William talk funny? Why don't his arms and legs work good?"
Ellie: "You mustn't say things like that Rosie. You will hurt William's feeling."
Rosie: "But he can't walk right."
Ellie: "Rosie, William is just the same as you and all the other children at the centre. He is our friend."
Explain why Ellie' response was inappropriate.
Suggest a more inclusive response to Rosie's question.
38. List the benefits of inclusion for each of the groups listed in the table.
Group
The Child
The Family
The Educator
Other Children
Broader Community
39. Read the scenarios and answer the related questions.
Part A - Tom
Tom (4 years) suffered a brain injury at birth. He has a developmental age of around 2 years, walks with an unusual gait and uses gestures and loud noises to communicate. Tom is not yet toilet trained and needs adult support with other self-help skills.
Tom loves to play with wheel toys and enjoys any types of sensory experience, particularly finger painting, wet sand and water play.
Tom is new to the service and the preschool. Children have been curious about him, asking Cara, the educator, a range of questions:
- Why does he walk funny?
- Why can't he talk?
- Why does he make those noises?
a. Explain how you would respond to the children's questions to promote inclusive attitudes.
b. Explain why it is important to answer the children's questions as accurately as possible (given the children's age and level of understanding).
c. How could the educator support the process of inclusion?
Part B - Tom - Block Play
Two children approach the educator and say "Can you take Tom away from the blocks ‘cause he doesn't know how to build and he just knocks them down and we're building a car park."
a. What should you consider before responding to this question?
b. How would you respond?
c. Why is it inappropriate to insist that Tom be included in the block play?
d. The educator, Cara, reflects on the children's responses and interactions with Tom. She decides to engage the children in a discussion on fairness. Describe how Cara could introduce this discussion - how could she introduce the concept of fairness? How could she help children to explore this concept as a hands-on experience?
40. Collaboration is a tool to increase the success of inclusive practice.
List the five elements essential for successful collaboration and summarise the reasons why these elements promote success.
41. List five ways that specialists can assist in the provision of resources and programs to support children with disabilities or special needs.
42. To complete this task refer to you text and the following readings:
- CONNECT - Examples of Environmental Modifications, The Center to Mobilize Early Childhood Knowledge (2009).
- Including Children with Special Needs: Tips for childcare providers, Shaw, P (2003).
Read the scenario and answer the related questions.
Tina
"My name is Tina. I am from the Philippines and I am 4 years old. I came to Australia six months ago with my mother and my two older brothers. My father was Australian but he died in a motorbike accident 3 months ago. We live with my paternal grandparents. I speak English and Filipino. I have 30% vision in my left eye and 80% vision in my right eye. Since arriving in Australia I have had an assessment and mobility training with Vision Australia."
a. What information would you seek from Tina's mother?
b. How would you go about assessing the physical environment in anticipation of Tina's enrolment?
c. How would you incorporate Tina's cultural background into the program?
43. As part of the services inclusion policy educators may be required to consult/liaise with a specialist service or agency in relation to a child with additional needs.
CONNECT - Partnership-Oriented Practices: Examples and Applications, The Center to Mobilize Early Childhood Knowledge (2010).
a. List three reasons how this practice supports services to be inclusive.
44. Read the scenarios and answer the related questions.
Clara
Clara (3 years 2 months) often complains of sore eyes. She squints when drawing and often holds picture books close to her face. Clara's is quite clumsy and uncoordinated - she often bumps against furniture and trips over.
a. Identify the concerns you have as an educator in relation to Clara.
b. Suggest an appropriate referral for Clara.
Alex
Alex (4 years 2 months) is described by his mother as ‘slow' in comparison to his older brother. Alex was late learning to talk and has poor fine motor skills. He has difficulty following simple directions and is easily distracted at story time. Alex is also lagging in his cognitive development and is poor at problem solving.
a. Identify the concerns you have as an educator in relation to Alex.
b. Suggest an appropriate referral for Alex.
45. Read the scenarios and answer the related questions.
Kent
Date: 12/03/XX
Setting: Indoor play Time: 9.30 a.m.
Kent (4 years) walks to the puzzle table, selects a puzzle and sits down. He immediately tips the puzzle out and attempts to put it back together. He does not turn all of the pieces over and appears to randomly select a piece and tries to make it fit. When the piece does not fit he throws it on the floor. Throughout this process Kent begins to talk to himself. With each piece of puzzle that he fails to place he gets louder. Kirra, who is sitting next to Kent, says, "Kent, don't throw the pieces on the floor. That's naughty!"
Setting: Morning tea Time: 10.40 a.m.
Kent is seated at a table with four other children. He bangs his hands, palm down on the table several times and looks around at the other children.
Nathan, sitting opposite Kent, says, "Kent, that's too noisy. It's quiet talking time now."
Kent looks at Nathan and bangs his hands on the table again and then pushes back his chair and runs to the block corner. He throws himself on the floor and starts to kick his legs.
Setting: Music group Time: 11.15 a.m.
Kent refuses to join the other children for music. He sits on a chair at the far end of the room and starts to call out to the children, "Bumhead, bumhead, bumhead". The practitioner walks across to Kent.
"Kent, if you don't want to join in with the music that's okay, but it's not okay for you to call out. You need to find something quiet to do." Kent stands up and begins to jump up and down, flapping his hands and laughing loudly.
a. Read the scenario and list the behaviours identified in the observations that have led the educator to express concern in relation to Kent's development.
46:
Sorrel
Sorrel is 3 years old and has Spina Bifida and is now learning to walk with the aid of braces on her legs. She can scoot around the floor on her buttocks with her legs in front of her. She frequently bangs into things with her outstretched legs, and often accidentally knocks her braces against the legs of other children. Sorrel also has a wheel chair but now that she has braces, it is used less frequently.
Sorrel tires easily and needs to have an afternoon sleep. She needs assistance with toileting and dressing but is able to manage all other self-help tasks on her own.
Sorrel has spent quite a lot of time in hospital and has had limited contact with children her own age. Because of her condition, Sorrel's parents say that they have tended to over-indulge Sorrel and as a result she can be quite demanding if she does not immediately get her own way. She finds it difficult to share and can be very bossy with other children.
a. List the additional information you may need to gather in relation to Sorrel's development and needs.
b. Describe what you would need to do in order to prepare for Sorrel's inclusion in your program
c. Explain how would you involve Sorrel's parents in your preparation?
d. Describe how you would prepare the other children for Sorrel's arrival?
47. What modifications to the environment can be considered as an inclusion strategy?
48. Children with additional needs will present with a range of issues that require you to work collaboratively with a range of people - the family, specialist services and members of your team. You may at times be challenged by the additional needs and will need to seek advice, support and guidance to plan programs that support the child in reaching his or her full potential.
Journal Entry 1
Reflect on your attitudes towards inclusion. Think about:
- What do you regard as the benefits of inclusion?
- What do you regard as an obstacle or challenge in regards to inclusion?
Journal Entry 2
Reflect on your knowledge and skills. Think about:
How would you manage a situation where the additional needs were beyond your current level of expertise?
Journal Entry 3
Write one goal for yourself in relation to supporting children with additional needs
49. When working with children with additional needs it is essential to consider the needs of the child in the context of the family. Being aware of the range of services available to support children and families allows early childhood services to make appropriate referrals and if necessary act as an advocate for the child and family.
Project Task 1 - Community Services
Prepare a profile which identifies and describes the range of support services (at least 8) available in your community to support children with additional needs and their families. You must include the following:
- Name/address/contact telephone number of organisation
- The services provided by the organisation
- How services can be accessed (ie self-referral/referral from service/referral from GP)
- Issues/problems (such as waiting lists, criteria for access)
NOTE:
If you reside in a rural/remote community you will need to look at services in your nearest regional centre.
If you reside in a large city you should focus on a specific geographical area for your project.
If your service/council already has this resource in place you should select six of the largest services and undertake a more detailed investigation of the services offered.
Document your answers on the attached ‘Community Services Profile' Template.
COMMUNITY SERVICE PROFILE
Service:
Contact Details:
Service/s provided:
How to access service:
Issues/problems with access:
50. Read each of the scenarios in the Case Study and answer the related questions.
Jinsong: Part A
Jinsong Ma (2 years 7 months) is an only child. He lives with his mother and father, who are both in their early 40's, and an elderly aunt. Jinsong was born in Australia and his parents and aunt have been in Australia for 10 years. Jinsong's parents speak to him in Mandarin as well as English. His aunt speaks to him only in Mandarin.Jinsong's parents are busy professionals and work full time. Until quite recently he was cared for by the elderly aunt who is now unwell and unable to manage his care. Jinsong's parents are seeking to enrol him at the centre full time.
Jinsong has a number of health issues. He is allergic to many foods including dairy, eggs, shellfish and wheat products. Reaction to these foods is generally mild but on occasions has been so severe that he has had to be hospitalised.
Jinsong is also asthmatic and uses a nebulizer morning and evening. Jingsong has been slow to reach developmental milestones. He currently is under the care of a paediatrician. Jinsong is also being treated with traditional Chinese medicines to build his immune system.
On the three occasions when the Director has met with his parents at the centre, Jinsong did not make any attempt to interact with his parents. He was observed to sit passively on the floor playing with a toy. He made no attempt to explore his surroundings.He was able to follow directions given in English but was not observed to engage in any verbal interactions.
a. Based on the information available in the scenario, list the issues relating to Jinsong's health and development that are of concern.
b. What additional information should the educator seek in relation to Jinsong's additional needs and ongoing care?
c. List the range of care issues/challenges that will need to be taken into account prior to making a decision to enrol Jinsong?
Jinsong: Part B
Jinsong has been attending the centre for 12 weeks. During that time the educator has arranged for Jinsong to be assessed by the Special Education Unit as well as have his hearing tested. The centre has also obtained a report from the paediatrician, an Asthma and Allergies Management Plan, and a speech pathology assessment.
Jinsong's parents have been very cooperative and have expressed their appreciation of the thoroughness of the centre in seeking assessments for Jinsong. Jinsong's mother has told the educator, Zennie, that she worries that her son is not normal and will never catch up to the other children. She tells Zennie that her husband becomes angry when she says these things as he believes that Jinsong will soon grow out of his health issues and then be able to concentrate on learning.
The assessments and reports have revealed the following information:
- Jinsong is developmentally delayed - currently assessed as functioning at 18 months level of development.
- Jinsong has a 20% hearing loss.
- Jinsong‘s height/weight is well below average for his age - he tires easily.
- Jinsong has poor fine and gross motor skills.
- Jinsong's language is delayed - he has a vocabulary of less than 50 words (a mixture of Mandarin and English)
Through observation and interaction educators have also identified the following information in relation to Jingsong's interests, strengths and needs:
- Separates easily on arrival.
- Has settled well into the daily routine.
- Is beginning to form a secure, trusting relationship with his educators.
- Enjoys outdoor play - wheel toys, sand play, digging in garden.
- Enjoys music and likes to dance.
- Does not initiate interactions with other children.
- Able to follow simple directions - tends to follow the lead of other children.
- Rarely uses verbal language unless prompted by educators.
- Enjoys picture books - can correctly point to some animals and common objects.
a. What policies and procedures would educator Zennie have used when seeking assessments and reports relating to Jinsong's development?
b. Zennie must sensitively engage the parents in setting goals for Jinsong.
i. Suggest the steps that Zennie should put in place to begin the process of working with the parents.
c. List the documentation that Zennie should take along to the parent meeting.
d. Prepare a list of the matters that will need to be discussed with the parents.
Jinsong: Part C
Jinsong has been at the centre for 15 weeks. He now attends weekly speech pathology sessions. The Educator from the Early Intervention Service has arranged to meet monthly with Zennie to review Jinsong's progress. It was agreed that the key learning goals and objectives for Jinsong would focus on motor skills, English language development and social interactions with peers. (Parents will continue to speak to Jinsong in both English and Mandarin).
Based on all available information complete the attached Individual Education Plan (IEP) for Jinsong detailing:
ii. His strengths and interests.
iii. His social and communication skills.
iv. His key areas of developmental concern.
v. 3 goals for Jinsong's learning and development, including:
- Barriers Jinsong may experience related to goal achievement.
- Jinsong's strengths related to the goal.
- Strategies for achieving the goal.
vi. Describe the ways the IEP plan will be communicated/shared with the family
vii. Describe the way in which strategies developed in the IEP can be shared with other team members working with Jinsong
Individual Education Plan' Template
Services currently working with child/family
Blue Bay Speech Pathology Services: Sue Brown (04189999xx)
Blue Bay Early Intervention Services: Jack Smith (04188888xx)
Blue Bay Paediatric Services: Dr Green (0412xxxx)
i. Child's strengths and interests
ii. Social and Communication Skills
iii. Key areas of developmental concern
iv. Educational Plan (Identify 3 goals as well as barriers, strengths related to goals and strategies for achieving goals)
GOAL 1:
Identified Barriers:
Strengths related to goals:
Strategies
v. Describe the ways the IEP plan will be communicated/shared with the family
vi. Describe the way in which strategies developed in the IEP can be shared with other team members working with Jinsong
Jinsong: Part D
Jinsong has been attending the centre for 18 weeks. It is now time to review his progress.
- Jinsong has a vocabulary of around 120 words, which is a dramatic improvement. He will now initiate verbal interactions with educators using words, gestures and 2-3 word phrases.
- Jinsong's balance and coordination has improved - he can run with direction, throw, but not catch a large ball, climb up but not down an A-frame, walk with adult assistance along a balance beam, crawl through a tunnel.
- Jinsong can use a spoon and fork to feed himself, hold and drink from a cup without assistance, wash but not dry his hands, assist in dressing self, remove own shoes and socks.
- Jinsong can manipulate and complete 8-10 piece inset puzzles, hold crayons/pens/paint brush using palmer grip, pick up small objects using thumb and forefinger, use large interlocking blocks, build small towers with 6-8 blocks.
- Jinsong will now engage in associative play with peers and occasionally respond to the interactions of another child.
- Jinsong's parents are pleased with his progress as are the Speech Pathologist and the Early Intervention educator.
- Jinsong's parents report that he now refuses to speak Mandarin at home. They are concerned that Jinsong is rejecting his Chinese heritage and have asked Zennie how they can address this at home.
52. Write one new language goal for Jinsong.
53. Provide an example of two experiences that could be provides to support this goal.
54. Suggest what Zennie could do to address the parents concern that Jinsong is rejecting his Chinese culture.
Attachment:- Cover Sheet and Template.rar