Hopefully I'm posting this in the correct section...
-Studying a 'Diploma of Early Childhood Education and Care' via e-learning.
-Currently not working in Childcare
Section 5 Activity 24
1.How would you approach developing a specific initiative for a child with additional needs? Select a specific need that should be addressed, eg cognitive limitation, temporary disability caused by injury etc. What specific strategies initiatives could be developed to address barriers?
My answer.....Vision Impairment- Teaching a vision impaired child about shapes and sorting.
An activity I chose was
ROCK SORTING
Focus: sorting, matching, comparing sizes, shapes weights.
Materials: several pairs of rocks, of different shapes and sizes
Procedure: Help the child to match up the rocks, and to make comparisons of size, shape, colour, texture and weight
Other needs that need to be addressed in regards to the Physical environment etc include:-
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 children are aware of emergency and evacuation procedures for the buildings they are using.
Seat or encourage the visually impaired student to come to the front of the classroom or presentation area in order to be certain that s/he hears all instruction/explanation correctly.
Speak to the group upon entering and leaving the room.
Call the child by name when you need his or her attention.
Seat the child away from glaring lights (for example, by the window) and preferably in the front of the room.
Use clear, descriptive words, such as "straight," "forward," "left," or "right," in relation to the child. Be specific when giving directions, and avoid the use of vague terms, such as "over there," "here," or "this."
Describe in detail to the child pertinent visual elements in a learning activity.
Offer to read written information to a child with a visual impairment, when appropriate.
Identify yourself by name; don't assume that the child will recognize you by your voice even if you have met before. If the class is participating in a discussion, have children identify themselves at their turn.
If you are asked to guide a child with a visual impairment, identify yourself to the child and offer your services. If accepted, offer your arm for the child's hand. Tell the child if he or she has to step up or down, or let the child know if the door is to the left or the right, and warn him or her of possible hazards.
Verbally tell visually impaired children if you need to move about the room, leave their presence, or end a conversation with them.
Check the instructional environment on a regular basis to be sure it is adequate and ready for use. Describe and actually or spatially familiarize the child with the environment. Try to keep materials, supplies, and equipment in the same place.
Use an auditory or tactile signal where a visual signal is normally used.
Allow children to use a tape recorder if they need to record the session or text readings.
It is not necessary to speak loudly to people with visual impairments.
Use the "buddy system" and pair a vision-impaired child with a sighted child. Ask the non-impaired child to describe activities as they are observed.
Volunteers can assist a child with a visual impairment by reading text aloud.
If possible, acquire an audio-text version of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text-reading systems, or audio output devices.
Various Braille devices can be used to assist vision-impaired children with reading
Am I on the right track? Way too much information?
2. What difficulties could be encountered when implementing the plan/ program initiative?
There are insufficient resources to support the child.
The child is not ready or doesn't want to do the particular task- they feel overwhelmed.
The child could be feeling uneasy, shy, embarrassed because they feel like they look different because they wear glasses or use optical devices or because they cannot take part fully in activities and/or feel clumsy because they drop things or bump into objects.
The child has moved beyond the level of the planned experience.
Staff are unable to implement strategies.
3. How could these difficulties be overcome?
Using positive reinforcement by offering praise and encouragement.
Allowing more time for the initiative to be completed.
Talking with other educators who have more experience working with children who have vision impairment.
By being innovative and trialing new initiatives remembering to access all available resources.
Consulting specialists who can help develop strategies to be implemented in the early childhood environment.
Discussing difficulties with the parents and working in conjunction with them to find solutions to overcome the difficulties.
By contacting organisations such as Vision Australia that provides training and resources for children aged from birth through to school-leaving age, who are blind or have low vision.
Contacting Medical Aids Subsidy Scheme who can help provide any additional equipment that may help overcome the difficulties the child is experiencing.
Any help would be greatly appreciated...I'm struggling with this Unit for some reason, I think I may be looking at the questions from too many angles and confusing myself in the process. Some fresh eyes and input would be gr8! TIA
Amanda
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