CHCECE021 - Detailed Case Study For Child With Additional Needs
Posted: Mon Jan 25, 2016 1:59 pm
THIS IS A PROJECT I'M STRUGGLING WITH AS I'M UNSURE IF IM ON THE RIGHT TRACK..I DONT WORK IN CHILDCARE SO THIS IS A HYPOTHETICAL CASE STUDY.. IM ALSO UNSURE HOW I FORMAT MY ANSWER
Q.You will need to demonstrate your understanding of the ways in which children with additional needs can be involved in service provider activities and programs. To do this, you must develop a detailed case study for a child who has additional needs. Describe the child and their needs and explain how these needs would be accommodated in an early childhood education and care service.
Each of the following points must be addressed:
• the child’s behaviour and expressed emotions are investigated to identify an additional need
My answer..... (Lucy 3.5yr old) Playing – Lucy has been afraid to touch certain textures or explore areas she can’t see.
Social interactions – Lucy is clumsy, not able to read non-verbal cues and gestures, gets lost in a crowd of children and has trouble making friends.
Communicating – Lucy sometimes does not see someone waving and smiling at her sometimes is not able to make eye contact.
At childcare Lucy has a tendency to turn or tilt her head or cover one eye when looking at things up close. She gets tired after looking at things up close – for example, reading, drawing or playing handheld games.
FOR THESE REASONS LUCY I BELIEVE THAT LUCY COULD HAVE A VISION IMPAIRMENT.
• the particular child is observed and needs for additional care identified, documented and used to develop a plan of inclusion
My answer.......After a few weeks observing and documenting Lucy in the childcare environment I spoke to her Mum about my concerns in an appropriate manner. Mum had actually had similar concerns which she had addressed to GP in the past however she felt that she had been brushed off. After having quite a long discussion in confidence with Lucy’s mum she was very relieved to know that I could make appropriate referrals to other agencies and services to access Lucy. As I’m not qualified to make assessments I have referred Lucy to ‘Early Intervention Services’ for qualified professionals to make a full diagnosis. Following this it was discovered that Lucy did in fact have quite low vision for her age and was diagnosed with Retinitis pigmentosa (RP)which is a group of genetic disorders that affect the retina's ability to respond to light. This inherited disease causes a slow loss of vision, beginning with decreased night vision and loss of peripheral (side) vision. It is unlikely that Lucy will become blind howeveras she reaches adulthood her sight will decrease and she will have ‘tunnel vision’
• concerns are discussed with others to develop a clear understanding of a particular child’s needs and this information is used to plan for inclusion
My answer......Parents can help educators by giving them all necessary and up-to-date information about their child's vision. This will aid educators in choosing appropriate teaching methods.
• the child’s abilities, goals, interests, expectations and health status are considered when developing a plan of inclusion
(not sure what is required for this answer????)
• the plan is developed in consultation with all those working with the child
My answer.......I will work in consultation with Lucy’s family and other agencies to provide the support they want, and when and where they want them.
Orthoptists
Lucy’s ophthalmologist will send in an orthoptist. An orthoptist can do more tests to work out what Lucy can see in everyday life. The orthoptist will also look at other areas of Lucy’s vision, such as depth perception and colour, to get a full picture of how she sees the world. The Orthoptist will give the centre ideas on how we can adapt the physical environment to make things easier for Lucy. For example we might need to change the lighting in your home or think about aids to help your child with learning or school. They may suggest that Lucy uses one or several low vision devices, such as magnifiers, monoculars, telescopes
Physiotherapists
As Lucy has low vision she regularly avoids physical activities because she can’t see what is around her. This has probably led to her having poor muscle tone and/or developing poor posture. A physiotherapist can help Lucy ways to get involved in games and sports with the other children and also to get some strength-building activities into daily life
Orientation and mobility instructors
We will look at possibly getting in an instructor that can help Lucy build skills to get around safely inside and outside, cross roads, walk on uneven surfaces, use steps and do other everyday things.
Other people that may be consulted could include an Early Childhood Special Educator, DOCS Community Worker, Child Psychologist, SUP Worker (Worker from the Commonwealth-funded Supplementary Services Program who supports children with additional needs entering children’s services and monitors their progress.
An early childhood teacher with degree or major in special education may work within an early intervention service or a sponsored home.
• the parent’s goals/ expectations for their child are identified and used when developing a plan of inclusion
My answer......Lucy’s parents understandably want her experience and learning outcomes adapted to meet her needs. She is a bright and clever 3.5year old so it is important to them that activities are adapted to include her with the rest of the children.
• the parent’s experience and practices are sought as a resource
(this is hypothetically a new diagnosis so unsure what to write here)
• the service is adapted to meet the child’s needs within resource limitations
Vision Australia has given us advice on creating a safe environment for Lucy and to the educators on adapting the classroom to her needs. Some of the environmental adaptions we have put in place are :-
Avoid leaving doors and drawers ajar or chairs out from under tables and desks (either keep furniture consistent or inform and/or involve the child in rearranging)
Check walkways are not obstructed.
Ensure Lucy is aware of emergency and evacuation procedures for the buildings she is using.
Seat or encourage Lucy to come to the front of the classroom to sit to make certain that she hears all instruction/explanation correctly.
• if a child cannot be included immediately the reasons are communicated clearly .
(hmmmm not sure why they couldnt be included immediately?
• a time to review the plan is decided
My answer.....Every six months a review of Lucy’s inclusion plan will be reviewed, adapted and changed if necessary.
• additional resources are sought, as necessary
My answer.....Children who have a confirmed diagnosis of moderate or greater vision impairment might be able to get up to $12 000 from the Australian Government’s Better Start for Children with Disability initiative. Better Start funds early intervention services, which can improve outcomes for children with disabilities such as vision impairment. The NDIS (National Disability Scheme) should be accessed for Lucy so some of the specialist therapists can be accessed for little to no cost to the parents or the centre.
• the child’s entry in the service is supported
My answer......Individual Education Plan (IEP) has been put into place as a way of prioritising the adjustments needed for the Lucy to access the curriculum. Included in this is the following :
• Plan for auditory, tactile and kinaesthetic experiences where appropriate. Design tasks which consider the impact of the disability on Lucy’s learning (e.g. concept development and experiential opportunities).
• Reduce the quantity of work required, if necessary.
• Organise additional time, if necessary.
• Provide the appropriate format e.g. large print, Braille
• Omit some components and/or provide alternative questions (e.g. highly visual tasks).
• Provide a scribe.
• Organise for the student to produce an activity in an alternative format (e.g. audio taped).
• Record answers on a computer, Braille machine or specialised equipment.
• the level of support is adjusted over time according to the child’s needs
My answer.....If Lucy’s sight begins to deteriorate while she is care then the level of support offered to her will be adjusted. (do I need more info)
• worker encourages others to adopt inclusive attitudes and practices
My answer.......A booklet or other reading resouces may be useful to help them understand Lucy’s condition. Information from her eye doctor could be helpful in understanding Lucy’s condition and needs. With permission of the parents I would notify the other parents of Lucy’s condition and ensure that all staff, children and parents encourage inclusive attitudes and practices. Children should be encouraged to celebrate diversity and include Lucy in their games and friendships. For example, instead of a regular ball, a balloon may be used in a game of catch. A child with a field loss may be able to keep the balloon in the central portion of vision because it is moving with less speed. Educators should look at devising activities etc like shape sorting, texture activities, dance and movement etc where Lucy can participate fully.
• support is provided to others to implement strategies
??????
• specific program initiatives are developed to meet a child’s needs
??????
• strategies that may address difficulties are investigated and trialled
?????????
• strategies designed by a specialist are implemented according to directions
?????????
• information about progress is shared amongst all concerned
My answer...... Progress will be shared on a regular basis with all concerned via phone, email or letters.
• issues of concern are identified and discussed
??????
• information exchange with parents about the child’s needs and care strategies is established and maintained
??????
• parental permission is sought and gained, prior to consultation with others regarding the child
My answer........Before sharing information with other service providers, educators, other parents etc I have gained parental permission.
• new strategies are monitored closely in accordance with workplace practices and any unexpected side effects
???????
• impact of the child’s disability on the family
My answer......Lucy’s parents struggle to find a balance between allowing her to explore his or her surroundings and stepping in to help when needed. Lucy can have a normal childhood and grow up to be independent and successful, like any other child. Her parents attitudes will dramatically impact Lucy’s views of living with RP and expectations for the future. It’s important to maintain a sense of hope with their child, and to never give up. Open communication between parent and child will help. While her family tries to have a positive attitude they do struggle to be optimistic at times which is understandable. Her parents find counselling for themselves and Lucy to be helpful. It helps the family maintain a sense of normalcy as they learn to adapt to her needs. I have suggested that her parents introduce Lucy to several different peer groups besides the one at school. An extra set of peers in the community may help her overcome difficulties with children at childcare and will also help her parents engage with other parents of children with Retinitis Pigmentosa.
• changes in the child’s participation are adapted to at the time
???
• interruptions to the strategy being implemented are confronted and resolved
??????
• cultural needs are taken into account
My answer....no cultural needs
Q.You will need to demonstrate your understanding of the ways in which children with additional needs can be involved in service provider activities and programs. To do this, you must develop a detailed case study for a child who has additional needs. Describe the child and their needs and explain how these needs would be accommodated in an early childhood education and care service.
Each of the following points must be addressed:
• the child’s behaviour and expressed emotions are investigated to identify an additional need
My answer..... (Lucy 3.5yr old) Playing – Lucy has been afraid to touch certain textures or explore areas she can’t see.
Social interactions – Lucy is clumsy, not able to read non-verbal cues and gestures, gets lost in a crowd of children and has trouble making friends.
Communicating – Lucy sometimes does not see someone waving and smiling at her sometimes is not able to make eye contact.
At childcare Lucy has a tendency to turn or tilt her head or cover one eye when looking at things up close. She gets tired after looking at things up close – for example, reading, drawing or playing handheld games.
FOR THESE REASONS LUCY I BELIEVE THAT LUCY COULD HAVE A VISION IMPAIRMENT.
• the particular child is observed and needs for additional care identified, documented and used to develop a plan of inclusion
My answer.......After a few weeks observing and documenting Lucy in the childcare environment I spoke to her Mum about my concerns in an appropriate manner. Mum had actually had similar concerns which she had addressed to GP in the past however she felt that she had been brushed off. After having quite a long discussion in confidence with Lucy’s mum she was very relieved to know that I could make appropriate referrals to other agencies and services to access Lucy. As I’m not qualified to make assessments I have referred Lucy to ‘Early Intervention Services’ for qualified professionals to make a full diagnosis. Following this it was discovered that Lucy did in fact have quite low vision for her age and was diagnosed with Retinitis pigmentosa (RP)which is a group of genetic disorders that affect the retina's ability to respond to light. This inherited disease causes a slow loss of vision, beginning with decreased night vision and loss of peripheral (side) vision. It is unlikely that Lucy will become blind howeveras she reaches adulthood her sight will decrease and she will have ‘tunnel vision’
• concerns are discussed with others to develop a clear understanding of a particular child’s needs and this information is used to plan for inclusion
My answer......Parents can help educators by giving them all necessary and up-to-date information about their child's vision. This will aid educators in choosing appropriate teaching methods.
• the child’s abilities, goals, interests, expectations and health status are considered when developing a plan of inclusion
(not sure what is required for this answer????)
• the plan is developed in consultation with all those working with the child
My answer.......I will work in consultation with Lucy’s family and other agencies to provide the support they want, and when and where they want them.
Orthoptists
Lucy’s ophthalmologist will send in an orthoptist. An orthoptist can do more tests to work out what Lucy can see in everyday life. The orthoptist will also look at other areas of Lucy’s vision, such as depth perception and colour, to get a full picture of how she sees the world. The Orthoptist will give the centre ideas on how we can adapt the physical environment to make things easier for Lucy. For example we might need to change the lighting in your home or think about aids to help your child with learning or school. They may suggest that Lucy uses one or several low vision devices, such as magnifiers, monoculars, telescopes
Physiotherapists
As Lucy has low vision she regularly avoids physical activities because she can’t see what is around her. This has probably led to her having poor muscle tone and/or developing poor posture. A physiotherapist can help Lucy ways to get involved in games and sports with the other children and also to get some strength-building activities into daily life
Orientation and mobility instructors
We will look at possibly getting in an instructor that can help Lucy build skills to get around safely inside and outside, cross roads, walk on uneven surfaces, use steps and do other everyday things.
Other people that may be consulted could include an Early Childhood Special Educator, DOCS Community Worker, Child Psychologist, SUP Worker (Worker from the Commonwealth-funded Supplementary Services Program who supports children with additional needs entering children’s services and monitors their progress.
An early childhood teacher with degree or major in special education may work within an early intervention service or a sponsored home.
• the parent’s goals/ expectations for their child are identified and used when developing a plan of inclusion
My answer......Lucy’s parents understandably want her experience and learning outcomes adapted to meet her needs. She is a bright and clever 3.5year old so it is important to them that activities are adapted to include her with the rest of the children.
• the parent’s experience and practices are sought as a resource
(this is hypothetically a new diagnosis so unsure what to write here)
• the service is adapted to meet the child’s needs within resource limitations
Vision Australia has given us advice on creating a safe environment for Lucy and to the educators on adapting the classroom to her needs. Some of the environmental adaptions we have put in place are :-
Avoid leaving doors and drawers ajar or chairs out from under tables and desks (either keep furniture consistent or inform and/or involve the child in rearranging)
Check walkways are not obstructed.
Ensure Lucy is aware of emergency and evacuation procedures for the buildings she is using.
Seat or encourage Lucy to come to the front of the classroom to sit to make certain that she hears all instruction/explanation correctly.
• if a child cannot be included immediately the reasons are communicated clearly .
(hmmmm not sure why they couldnt be included immediately?
• a time to review the plan is decided
My answer.....Every six months a review of Lucy’s inclusion plan will be reviewed, adapted and changed if necessary.
• additional resources are sought, as necessary
My answer.....Children who have a confirmed diagnosis of moderate or greater vision impairment might be able to get up to $12 000 from the Australian Government’s Better Start for Children with Disability initiative. Better Start funds early intervention services, which can improve outcomes for children with disabilities such as vision impairment. The NDIS (National Disability Scheme) should be accessed for Lucy so some of the specialist therapists can be accessed for little to no cost to the parents or the centre.
• the child’s entry in the service is supported
My answer......Individual Education Plan (IEP) has been put into place as a way of prioritising the adjustments needed for the Lucy to access the curriculum. Included in this is the following :
• Plan for auditory, tactile and kinaesthetic experiences where appropriate. Design tasks which consider the impact of the disability on Lucy’s learning (e.g. concept development and experiential opportunities).
• Reduce the quantity of work required, if necessary.
• Organise additional time, if necessary.
• Provide the appropriate format e.g. large print, Braille
• Omit some components and/or provide alternative questions (e.g. highly visual tasks).
• Provide a scribe.
• Organise for the student to produce an activity in an alternative format (e.g. audio taped).
• Record answers on a computer, Braille machine or specialised equipment.
• the level of support is adjusted over time according to the child’s needs
My answer.....If Lucy’s sight begins to deteriorate while she is care then the level of support offered to her will be adjusted. (do I need more info)
• worker encourages others to adopt inclusive attitudes and practices
My answer.......A booklet or other reading resouces may be useful to help them understand Lucy’s condition. Information from her eye doctor could be helpful in understanding Lucy’s condition and needs. With permission of the parents I would notify the other parents of Lucy’s condition and ensure that all staff, children and parents encourage inclusive attitudes and practices. Children should be encouraged to celebrate diversity and include Lucy in their games and friendships. For example, instead of a regular ball, a balloon may be used in a game of catch. A child with a field loss may be able to keep the balloon in the central portion of vision because it is moving with less speed. Educators should look at devising activities etc like shape sorting, texture activities, dance and movement etc where Lucy can participate fully.
• support is provided to others to implement strategies
??????
• specific program initiatives are developed to meet a child’s needs
??????
• strategies that may address difficulties are investigated and trialled
?????????
• strategies designed by a specialist are implemented according to directions
?????????
• information about progress is shared amongst all concerned
My answer...... Progress will be shared on a regular basis with all concerned via phone, email or letters.
• issues of concern are identified and discussed
??????
• information exchange with parents about the child’s needs and care strategies is established and maintained
??????
• parental permission is sought and gained, prior to consultation with others regarding the child
My answer........Before sharing information with other service providers, educators, other parents etc I have gained parental permission.
• new strategies are monitored closely in accordance with workplace practices and any unexpected side effects
???????
• impact of the child’s disability on the family
My answer......Lucy’s parents struggle to find a balance between allowing her to explore his or her surroundings and stepping in to help when needed. Lucy can have a normal childhood and grow up to be independent and successful, like any other child. Her parents attitudes will dramatically impact Lucy’s views of living with RP and expectations for the future. It’s important to maintain a sense of hope with their child, and to never give up. Open communication between parent and child will help. While her family tries to have a positive attitude they do struggle to be optimistic at times which is understandable. Her parents find counselling for themselves and Lucy to be helpful. It helps the family maintain a sense of normalcy as they learn to adapt to her needs. I have suggested that her parents introduce Lucy to several different peer groups besides the one at school. An extra set of peers in the community may help her overcome difficulties with children at childcare and will also help her parents engage with other parents of children with Retinitis Pigmentosa.
• changes in the child’s participation are adapted to at the time
???
• interruptions to the strategy being implemented are confronted and resolved
??????
• cultural needs are taken into account
My answer....no cultural needs
,