Can someone please tell me if I am on the right track... This unit I am really finding challenging....
Questions
1. Provide an example of an additional need when working with children in a centre based care environment?
All children and all people have additional needs at times. Some may be relatively minor or life altering; short term, long term or ongoing. An example of a child with additional needs when working in a centre base care environment could include:
* having a disability
* living in complex or vulnerable circumstances
* their cultural, linguistic or family background
2. When working with children with additional needs it is best to work with a team.
Who would most appropriately be involved in this team?
Once you have gained knowledge about the child's background and their interest, strengths, needs and goals that parents may have for they're child you will be able to plan meetings with a team including the parents, families, Educators, professionals and specialists so everyone would have and understanding of the individual program you have for the child with additional needs.
3. When caring for a child with an additional need we may need to adapt the service. What can this adaptation involve?
I found the information on this page extremely informative and helpful for this answer.
http://www.extension.org/pages/61358/ad ... 8EVdmGKDIU
Many child care providers work with children who have disabilities or special needs.
Remember that children with special needs are children first, and have more similarities than differences from children without disabilities. Every child has a unique personality and special skills. Keep your primary focus on each child's strengths and abilities as you work to make modifications and adjustments.
Making Adaptations to Include Children with Special Needs
Each child is different, and each delay or disability will require different modifications. Child care providers should gather as much information as you can about the child and the disability, and learn about typical modifications that can be made. The child's parents and professionals who work with the child can be a tremendous resource. Don’t be afraid to ask questions or make suggestions.
Many of the adaptations that you make to your child care program will be simple. Often, the modifications will also benefit the other children in your child care program.
General Modifications to Accommodate Children with Special Needs
• Plan together. Parents, consultants, and caregivers need to set goals together. Ask to be a part of the team that develops and tracks the child's Individualised Education Plan (IEP) so you can discuss activities, exercises, and supports needed to reach goals. Goals should be simple and should match the abilities of the child. Always discuss your ideas and plans with the family.
• Modify toys and equipment. Simple changes often can be made to regular toys. For example, you can help a child who has difficulty with stacking rings by simply removing every other ring. For a child who has difficulty holding a bottle, cover the bottle with a cloth sock so little hands can grasp it better.
• Make small changes in your child care environment. Slight adjustments in your child care environment may make the time that a child with special needs spends with you easier and more enjoyable for everyone. A quiet, private space for play may help an overactive child. A child with poor vision may benefit from an extra lamp in the play area. Removing a rug that slips will help a child who has trouble walking.
• Model appropriate behaviours. Children with special needs are sometimes timid about playing with others. You can show them how by being a play partner yourself. You might play a game with the child or pretend to go shopping together. As the child becomes more comfortable, you can invite other children to join your play activity.
• Teach specific words and skills that will show how to find a playmate and how to be a playmate. Learning how to look directly at another child when speaking or to say “May I play?” are big steps for some children.
• Teach typically developing children how to talk and play with children who have a disability. Talk to the children about what to do. For instance, gently touching the shoulder of a child with a hearing impairment or looking directly at him while talking are effective ways of getting that child’s attention.
• Look for strengths as well as needs. Avoid becoming too focused on a child’s disability. Treat each child as a whole person. Provide activities that will support a child’s strong points. Every child needs to feel successful and capable.
• Consult with parents, health care professionals, and early childhood specialists. Parents and specialists can provide specific information and suggestions for working with a child who has a disability. Do not be afraid to ask questions. Parents sometimes take it for granted that caregivers will know what to do.
4. What are the main legislations that protect the right of people (including children) with disabilities?
Children and Young Persons (Care and Protection) Act 1998 (NSW)
Disability Discrimination Act 1992
The Disability Discrimination Act 1992 has as its major objectives to
eliminate discrimination against people with disabilities
promote community acceptance of the principle that people with disabilities have the same fundamental rights as all members of the community, and
ensure as far as practicable that people with disabilities have the same rights to equality before the law as other people in the community.
Australia is a signatory to the United Nations Convention on the Rights of the Child (1989) and many of the principles within the Convention are embedded within child protection legislation. Together with policy frameworks, which depict the nature, extent, and fashion in which services and interventions are to be provided, legislative principles reflect the service goals to which governments aspire.
Enabling and Protecting
Convention On The Rights of Persons With Disabilities
Rights of People With Disabilities
5. How does culture impact on the needs and care of children with additional needs?
Children with additional needs from culturally and linguistically diverse backgrounds. It is important, in order for child care services to comply with legislation and standards, that children and young people from cultural backgrounds are cared for and supported in a culturally appropriate way.
Educators will need to be updated on a regular basis of information regarding the child with additional needs. A strong line of communication needs to be maintain with all parties working in partnership with the child, family and professionals.
Culture can impact on the needs and care of the children with additional needs as not only do staff need to consider the support required for the additional needs, but the cultural requirements, need to be addressed and also be supported by staff within the service.
6. What do we achieve by applying inclusive practices in the service?
By including inclusive practices we are achieving a practice that is broad and comprehensive where Educators make thoughtful and informed curriculum decisions and working in partnership with families and other professionals. This practice of inclusive will help achieve and help ensure that all children including those with specials needs and disabilities have equitable and genuine opportunities to participate in and learn from the everyday routines, interactions and play and learning experiences that occur in early learning settings.
7. How could your program meet the needs of the children with additional needs that you may care for?
Each child with or without additional needs is different so when planning and programming for a child with additional needs I think it is best to think ‘outside the square’. Be innovative and resourceful in finding ways to enhance the program to meet each child’s individual needs and interest. Initiatives will be different for each service, Educator as we all program differently and different for each child.
First you need to get to know the child by observing them in a variety of settings before planning. Encourage outside therapist for example to provide a therapy session to implement while the child is at the service. Access specialist resources, so for example: a visit from the children’s hospital to educate parents about infectious illnesses. Use the Internet to develop links with other services or organisations that have high quality inclusion programs. Build a network for services with children with particular additional needs. Programming can be done but to be effective you have to do your research and get to know the child before any of this can begin.
-inclusion support agencies
- assessments
- create an inclusion support plan
- talk to support service based upon the additional needs and what may be required
- collaborate with staff on how to include child within the program
- discuss if specialised equipment/resources need purchasing.
8. What organisation standards, policies and procedures relate to the provision of children with additional needs?
My schemes organisation policy for children with Additional Needs :
National Quality Standards
QA3 - 3.1.3
QA5 - 5.1.2 & 5.1.3
QA6 - 6.3.2 & 6.3.3
National Regulations: 155 interactions with children & 156 Relationships in groups
Early Years Learning Outcome : LO1
Aim: To provide each child regardless of their additional needs and abilities with a supportive and inclusive environment that allows each child to fully participate in their education and care at the service. Educators will remain positive, open minded and honest at all times when working with families and external support professionals to most positively meet the additional needs of each child being educated and cared for at the service.
Related Policies:
Child protection policy
Continuity of Education and Care Policy
Enrolment policy
Orientation for Children Policy
Relationships with Children Policy
Health, Hygiene and Safe Food Policy
HIV AIDS Policy
Immunisation and Disease Prevention Policy
Infectious Diseases Policy
Medical Conditions Policy
Scenario 1
What other information will you need to gather to ensure quality care of Ayesha?
Details in full detail of any of Ayesha's special needs & routines (toileting , eating etc)
Any information about the parents, carers or guardians
Details of the people who can pick up Ayesha from care
What type of professional therapies does Ayesha attend
Information about Ayesha's medical health and immunisation status
Any exchange of information that will help provide an insight into Ayesha and her routine and lifestyle to help the transition in care a flowing one, ensuring her overall health and safety needs are met and staff are familiar and confident with the exchange of information.
Who could you get this information from?
The mother Marnie, Medical Professionals or previous care providers.
What legislation relates to Ayesha's access to care?
Children and Young Persons (Care and Protection) Act 1998 (NSW)
Disability Discrimination Act 1992
Australia is a signatory to the United Nations Convention on the Rights of the Child (1989) and many of the principles within the Convention are embedded within child protection legislation. Together with policy frameworks, which depict the nature, extent, and fashion in which services and interventions are to be provided, legislative principles reflect the service goals to which governments aspire.
Enabling and Protecting
Convention On The Rights of Persons With Disabilities
Rights of People With Disabilities
A staff member thinks Ayesha will be too much work. How will you respond to this?
I will remind the staff member of how unprofessional this comment is and how Ayesha like any other child legally has the right to attend child care services and she has the right to be provided with high quality care to meet her individual needs regardless of how hard or easy the work will be.
Your first role after orientation is to create a plan for Ayesha's care. How will you do this?
Arrange a staff meeting with all staff working in partnership with Ayesha and her family.
This will involve discussing and writing down the special things that Ayesha will need so that she can join in activities and running of the daily routine & program. The meeting will enable staff to discuss how they will support Ayesha ensuring she has a fun and positive experience. Ensuring her health and overall safety aspect are also discussed at this meeting.
Therapists or other medical professionals could be invited to this meeting to provide ideas to the staff to help further accommodate Ayesha.
Who will be involved?
All staff working with Ayesha and health care professionals / organisations and most importantly the parents.
How will you monitor and review the plan?
By documenting what works and what doesn't work. By regularly assessing and reviewing routines and planning, programming ensuring staff are meeting any additional changes of support Ayesha's may require.
Regular communication with staff and staff meetings to discuss and review.
Who will be involved in the feedback cycle?
All staff working with Ayesha and health care professionals / organisations and most importantly the parents.
Assessment Task
Imagine you are working in a children's service and your co-ordinator has advised you that a child with additional needs will be attending full time as of next week. Select one of the children described in the following case studies and complete all questions for this child for both Task 1 & 2.
Use the following service philosophy to provide the context for the case studies.
Task 1
1. Briefly explain why you need to gain parental permission prior to exchanging information about the child with others. How would you do this?
Before conducting any exchange of information it is a legal requirement that you gain parental consent/ written permission. Unless you feel there is a child protection concern- then the legal framework for interagency information exchange established under the Children and Young Persons (Care and Protection) Act 1998 protects and allows organisations to share information about young people or children without their client's consent. But with this framework aside it is just good practice and procedure to ensure you work with the family and gaining their permission to exchange any information regarding their child. at all times, remaining confidential and do so in a private and professional manner.
As stated in the philosophy to use as context for this task. "We will work together with families to ensure that we are supporting them in their childrearing role. We will show respect for all families at all times." Effective partnership with parents and families are grounded in mutual respect.
A child's disability, medications, therapies, educational goals, or what is happening at home are examples of information that you should always keep confidential out of consideration for the family's right to privacy and the overall goal to establish and maintain a trusting relationship with my families at all times.
United Nations Convention on the right of the child, is also be a reason for gaining parental consent to help protect the right of Hero.
How would you do this?
Verbal communication with the family
or by providing the family with request for information form including the following elements:
* the name and address of your program and/or the individual who is requesting the information
* the name and address of the individual or agency from whom information is being requested
* the type of information requested for example-medical records, resource list.
* the child's full name
* the child's date of birth
* a parent's (or legal guardian) name & signature
* the date signed
* a simple paragraph describing your program and any specific request
2. What other people do you think could be contacted, with parental permission, to give you information about the child? List each person, explain why you selected them and what you would ask them.
Using case study #1 - Hero a 3 year old girl with cerebral palsy.
• Primary care doctor- What medical information & support can you provide?
To ensure we are providing Hero with high quality support and care.
Can we administer medication from Medical specialists which may be prescribed seizures. Could Medical specialist guide staff on the management of seizures when they do occur.
• Dentist- how often are dental check ups required and is there any special dental requirements for Hero.
• Social worker- How can we support Hero emotionally and her family. Can social workers or psychologist offer assessment and support for emotional and behavioural challenges for staff working with Hero?
• Nurses- What tips and advice can you share in ensuring we are providing the appropriate care for Hero.
• Occupational, physical, and speech therapists - any support or guidance for Hero.
What specialist interventions such as movement training and equipment, e.g. walking frames, wheelchairs, supportive seating, footwear and orthotics can you assist and train staff with?
Speech pathologists assess and provide intervention for communication skills can you assist staff with?
Psychologists will you be able to assist staff and provide assessment of Hero's learning and development.
Occupational therapists can you help to facilitate Hero's active participation learning activities.
Can the Psychologists and occupational therapists provide assessment and recommend learning strategies to compensate for perceptual difficulties Hero needs support in.
Speech pathologists- can you provide assessment and treatment (intervention) for eating, drinking and swallowing difficulties for staff whom assist Hero with her eating & drinking.
• Other specialists, including a neurologist, rehabilitation physician, pulmonologist, and gastroenterologist - any support or guidance for Hero.
After typing this above I came across this table below which could be used as a useful guide
speech pathologist Focuses on and develops programs for the development of speech and language. Also assists with feeding difficulties.
occupational therapist Develops programs focussing on fine motor development and self-help skills.
physiotherapist Focuses on developing programs for the gross motor skills and movement.
SUP worker Worker from the Commonwealth-funded Supplementary Services Program who supports children with additional needs entering children’s services and monitors their progress.
ethnic workers’ pool A pool of workers from various ethnic backgrounds who are employed to support children and staff from the different cultural backgrounds.
early childhood special educator Usually an early childhood teacher with degree or major in special education who may work within an early intervention service or a sponsored home/playgroup program.
paediatrician Medical doctor qualified in the care of children. Usually one of the first professionals to see and refer children.
DoCS community worker Employed by the Department of Community Services to work closely with families of children with additional needs.
psychologist Professional who works diagnostically identifying and managing additional needs.
3. Identify the child's additional needs. Explain why you think each need you have identified is an additional need (try to look beyond the obvious) Include their language back ground and migration experience if appropriate.
Hero's mum Mrs Emmanuel with her lack of English speaking and staffs ability to be effective, verbal communication with her could pose as an issue when discussing Hero with her and trying to exchange information regarding Hero with her.
Hero needs manual handling from staff with her inability to move her arms and legs from chair to floor for example. This need I have identified as additional need is because it involves medical aids and manual handling differ to just placing a child in a high chair or on a chair it involves more precise manuvering of Hero to ensure she does not sustain an injury, and her health and safety is being supported at all times.
Hero has large sweeping arm motions and large kicking leg movements that need to carefully monitored by staff to ensure the other children in care's health and safety is monitored when Hero is making sweeping arms and large kicking leg movements. This is identified as an additional need as staff will need to be one on one with Hero at all times to prevent possible injury to others.
Hero's toileting regime would require staff to require additional training if Hero is incontinent and has no control of her ability to toilet. Extra staffing and time would be required to ensure Hero's overall health and safety regarding hygiene is being met. This would be an additional need required by staff.
Hero would require close monitoring of eating of food to prevent choking as it is common for children with cerebral palsy to struggle when eating foods that are not soft in texture. This would be an additional need for staff having to closely monitor Hero whilst eating.
Hero has a dry and flaky palm and can require cream to be rubbed in, staff could consider this as an additional need.
Hero's way of communicating with staff is an additional need as staff will need to advocate throughout her time with children.
Hero's emotional wellbeing in dealing with all of her frustrations is an additional need as staff will need to be mindful of them and be supportive for Hero.
4. Suggest some other observation methods you would use as part of your inclusion plan to supplement your information about the child. Be clear of the purpose for each observation.
I would ensure the observation was part of Hero's routine to truly remain objective and useful. I would schedule observation moments into my daily plan. I would record observations of Hero using words that describe actions rather than words that judge actions. I would also vary the times I observe Hero, along with varying activities and even days of the week to get a whole picture of Hero.
I would use guideline to observe Hero by setting realistic expectations, writing the observation down, being objective, observe again and again, trusting what I see and use the information to make inclusion plan about Hero. Using methods such as photographs and artwork - as the purpose o this method would show Hero's involvement and provide evidence through the visual photographs and artwork- for example her involvement and inclusion of planning.
Using Learning Stories documenting Hero's learning and involvement in care, supporting and develops Hero's identities, using this method would allow staff to be detailed using words when observing Hero of her time within the service.
5. Explain how your service may need to be adapted in order to include the child? Use the physical facilities of a service you are familiar with as the basis for your response. Will there be a delay in the child beginning care in order to prepare the service? Will you need additional resources to implement your inclusion plan. Explain your answer clearly.
Using my own family day care environment there would definitely be a delay in order for Hero to begin care, as I have 4 steps that enter into my indoor environment that would not be wide enough for Hero's Buggy and would require manual handling of equipment to bring her buggy indoors.
My bathroom is not very spacious and has limited room and would not accommodate Hero's buggy, nor a wheelchair. There is a step up to enter into the bathroom area which would need to be modified into a ramp of some sort to enable staff to access toilet area with Hero.
A ramp of some sort would need to be build to allow a much suitable and easier access into my bathroom area. I would need to set up my environment to accommodate the needs and spacing required for Hero to begin care. I would need to arrange furnishings and toy tubs to ensure sufficient rooming is made to accommodate Hero. I would need additional resources and training on safely supporting Hero when commencing care to ensure all her needs are met correctly. Extra staff development & training would be required by myself in the field of additional needs of this nature- Cerebral Palsy. I would need a report, care plan, medical information, action plan from Hero's professional support team to ensure all procedures how to ensure Hero's health & safety needs are being supported at all times. I would ensure I did my very best to accommodate Hero in my family day care environment and make the modified requirements. So Hero is not excluded from coming into care. I would make the changes as soon as I was possible financially able to do so and in a quick manner to enable Hero's commencement of care not be delayed for too long.
6. How will you consult and involve other staff working with the child when developing the inclusion plan?
In this situation I would in a centre based environment call a staff meeting asking all staff working with Hero to attend and I would also invited other outside professionals working with Hero along to assist and help develop the inclusive plan and individual program for Hero.
Ensure all involved with Hero are involved in the regular not a one of planning to ensure that the program/planning for Hero continues to be appropriate to her strengths, needs and interests and ensure all involved when developing the inclusion have access to appropriate resources and services.
7. Summarise the strategies you have identified for including the child and identify how these take into account the child's abilities, expectations, interest, needs and health, include the review time for the inclusion plan.
When developing a plan of inclusion for Hero, I would have consider her abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements. I would have develop plan in consultation with all those working with the child.
I would identify the parents' goals/expectations for Hero and use when developing a plan of inclusion for her. I would also seek parents' experience and practices as a resource and strategy. I would Adapt and strategies for the service to meet Hero's needs within resource limitations. I would completely Support Hero's entry in the service. I would adjust the level of support over time according Hero's overall needs. I would also encourage others to adopt inclusive attitudes and practices within the service. I would provide support to others to implement strategies to identifying the inclusion of Hero. I would develop a specific program initiatives to meet a Hero's needs and abilities, expectations and her interest. For example: Hero's love for painting & her love of her favourite storybooks. 'Hairy Maclary' & The Wild Things Are'. I would also investigate and trial strategies that may address difficulties. I would also implement strategies designed by specialist according to their directions.
3.8 Respond to the daily needs of children with additional needs, seeking assistance as required
8. Explain how you have used parents' goals, expectations, experiences and practices in developing the plan.
After I have allowed for Hero's parents to express their goals and expectations for Hero. The service needs to respect what they want for her and work in partnership with them when developing a plan of inclusion.
I would request a meeting with Hero's parents prior to any of the planning meeting for them to express their goals and expectations. Assist them to identify what is important to them as a family and what they see are the priorities for Hero. I would make notes and write these points down with the parents so their ideas are already formulated for the Planning Meeting. I would try to make it as friendly and welcoming to ensure the meeting did not appear intimidating but ensuring we are working in partnership to ensure Hero is support at care, as some parents may find the Planning Meeting intimidating and/or emotional, especially if there are several people including specialists and health practitioners.
By having Hero's and her parents goals and expectations already prepared can help them communicate their ideas clearly to all involved in the planning process of inclusion.
After having fully discussed Hero's parents’ goals and expectations with them I would have an understanding of their ideas so we will be able to act as an advocate for them (if necessary) in the Planning Meeting to ensure their goals and expectations are integrated into the plan of inclusion at all times.
Task 2
Use the same case study as in Task 1 to answer the following questions
1. How would you support other children in your service to accept the child?
Effective communicate with the other children at their age and development. Let the other children ask you questions and express how they are feeling. I would educate the children to be open-minded about people who look, act or think differently. I would when talking to children, keep their age and developmental stage in mind. Be a positive and supportive role model for the other children. Educate and support the other children in role modelling understanding, kindness and compassion.
Educators should make inclusion a positive experience for everyone including the other children by: Creating an environment, both physical and emotional, where everyone is invited to participate as much as they want to and everyone is treated with respect and kindness. Answering children’s questions with simple, straightforward honesty and encouraging open dialogue about disabilities (and abilities) among children (and parents).
Helping children feel comfortable with each other and develop friendships based on their shared interests.
Facilitating interactions and play between children who are differently abled, especially if the child with special needs has difficulty communicating in a way that another child can understand.
Creating a sense of community in the classroom, where every person is valued as a unique individual who has something to contribute and where everyone is responsible for caring for one other.
Giving children the freedom to explore their ideas about disabilities through play and conversation, while guiding them to be aware and respectful of the feelings and perspective of the child with special needs.
Educators could also ensure that the service resources depict information and visual images of people with diverse needs and abilities.
Support and talk to all the children being honest and sensitively about the similarities and differences between people in a wider community.
Educators could support other children by encouraging and supporting children to include others who have additional needs like Hero in their play experiences and interactions.
2. How would you support other staff in your service to adopt inclusive attitudes and practices?
Being a supportive administrator to other staff can make all the difference in the success of inclusion and attitudes by others. How I would be supportive and encourage staff in my service to adopt inclusive attitudes and practices would be by modeling a positive attitude toward inclusion and toward children with special needs and their families. I would encourage other staff to stay attuned to the quality of the day-to-day experiences of all of the children in the classroom and provides on-the-spot feedback and coaching to the teacher based on Hero's observations.
I would try to put supports in place, such as a “relief” staff member, to help teachers when the challenges become especially difficult.
I would support staff by seeking out helpful community resources and professionals, and ensures that teachers and parents have opportunities to connect with and make use of them.
I would creates opportunities for children and parents to get to know one another in relaxed, family-friendly environments so that relationships can be built on the ways that they are similar rather than different.
I would offer staff an open door to talk, vent discuss their concerns with me.
3. Imagine one of the staff working in another part of your service expresses discomfort about the child's acceptance into the service. Briefly, how would you respond to his/her statement?
I would remind this staff member of the policies, law and about culture and diversity and being accepting of others especial those with additional needs.
I would then ask the staff member why they felt discomfort about the acceptance of Hero into the service?
I would suggest to this staff member to be a little bit more open minded and resilient.
I would encourage this staff member to seek further professional training regarding culture & diversity and children with additional needs.
4. Briefly discuss any areas where you might need the advice of professionals.
I think the following professional/specialist could be valuable for staff when working with Hero. A psychologist, early intervention specialist, child welfare workers and speech or occupational therapist. These specialist could help with the day to day care and routine to support Hero providing for her overall experience.
I feel additionally there would be a need for me to seek assistance and further information from a variety range of other sources. From books and other forms of information that may assist when supporting Hero through professional reading opportunities and further professional development courses.
5. Explain why it is important to implement strategies designed by a specialist.
It is important to implement strategies designed by specialist and work in partnership as they have the professional knowledge of Hero. And have the expert knowledge to help plan and support Hero with her additional needs. It is important to implement from these specialist to plan more effectively for the learning experience for Hero. It is important for educators to incorporate information provided by families and other professional / specialist who are working with Hero which may include psychologist, early intervention specialist, child welfare workers and speech or occupational therapist. This could depend on Hero's needs required to support her additional needs. Other specialist may also be able to implement or suggest specific strategies to help support Hero and enhance her learning experience. This is why it is important to implement the information and strategies designed by these specialist to ensure Hero is getting the most out of her time at the service.
6. How would you communicate regularly with parents when they no longer remain for long periods of time at the service?
I would document the information I wish to exchange with Hero's parents and hand them to them when dropping or picking her up from care and ask them to read and respond in writing or face to face.
The use of a communication book for Hero could be effective method.
I would request they make scheduled times to attend a regular meeting to exchange this information.
I would also offer to email the exchange of this information.
I would also encourage Hero's family to attend and participate in relevant information seminars, conferences or training and sharing with them relevant written or audio-visual resources.
7. How would you communicate with other people involved in the planning process on an ongoing basis?
I would request regular communication either by telephone, computer or face to face be carried out to ensure Hero's planning process is ongoing with all in and outside parties.
Staffing I would schedule Hero's planning process into a regular staff meeting.
I would ensure all staff and parties involved in this process had open and effective lines of communication and also the exchange of information regarding Hero was exchanged too on a regular basis.
8. Select one strategy from your inclusion plan. Pretend you implemented this and it did not wok too well. Write up an observation of that attempt. (Use your imagination to make up what might of happened.)
9. Briefly write 3 reasons why you might need to amend your plan.
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