CSIC512A - Scenario: Simon - Vision Impairment
Posted: Mon Sep 23, 2013 7:07 pm
Your Assignment Module Number and Heading: CSIC512A Plan and implement inclusion of children with additional need
Your Assignment Type: Case Scenario
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
Simon is four and is an only child. His mother has decided to return to work after 4 years at home caring for Simon. He has just commenced at your centre and he is receiving additional support from a visiting teacher for children with vision impairments.
Simon has partial vision. He cannot see to read and currently uses a tape recorder and talking books. He loves listening to talking books and is a member of a local agency’s talking book library from which he borrows several books a week. He likes stories about space, science fiction and pirate adventures. He sometimes watches television and is familiar with the popular shows and characters.
Simon is able to use the vision he has to help him a little with his mobility. He can identify sources of light and is able to use windows, open doors and overhead lights to help orient himself. He can also perceive where large shapes block off light. He can sometimes see people if they are moving against contrasting background.
Simon enjoys being in the company of other children. He loves verbal games and chatting to people. His oral language is sophisticated and he uses a wide range of words and phrases.
He rarely participates in any art activities. Once he manipulated some of the textures in the craft area, experimented with scissors (rather unsuccessfully) and glued some textures to a piece of paper but he did not appear to get much enjoyment from this activity.
He does not participate in active running games outdoors, though he will often follow the other boys outside and attempt to organise the game from the sideline, calling out commands and directions to the others. He will occasionally sit in the sandpit outside and play with the sand but only if there are other children there he can talk to whilst he is doing so. When the other children are playing active games outside he often wanders aimlessly.
Simon sometimes comes across as bossy and demanding to the other children. There are times when the person to whom he is talking will just run away and leave him talking to himself. The other children giggle when they see this.
Inclusion plan from the case study
Area assessed
Identification of the child’s additional needs
Inclusion strategies
Consultation strategies
Supporting the child’s interests and abilities
Modifications to the service/resources required
Review strategy
What is your answer so far or What have you done so far as an attempt to solve this question?
This is what I've got so far but I'm not to sure about it, just wanting to know if I'm on the right track and if I need to add more?
LONG TERM GOAL: Meeting Simon’s needs and for Simon to be accepted.
SHORT TERM GOAL: Changing routines to include Simon’s interest and to support him.
STRATEGIES: Reading books about space and pirate adventures, then maybe provide story bags and
Felt boards about the story.
Having a one on one with him and talking about his interests and talking about which
Popular shows and characters he likes.
Providing verbal activities for example having a different animal sounds on cd player and children can guess which animal it is. This could lead onto interaction with children.
SHORT TERM GOAL: Participating in outdoor activities
STRATEGIES: Having a partner running around game
Provide balls with bright coloured tape around it
SHORT TERM GOALS: For Simon to be able to participate and enjoy art
STRATEGIES: Have finger painting or hand print painting
Having raised paper lines which could help support Simon’s cutting skills
SHORT TERM GOAL: Setting up activities that involve cooperation and interaction
STRATEGIES: Dramatic play activity
Have small group with staff
SHORT TERM GOAL: FACILITATE A MEETING WITH PARENTS AND SPECIALIST
STRATEGIES: Ask parents and specialist to have a formal meeting about Simon’s needs and get them involved.
MONITOR
Getting feedback from specialists, parents, staff and ensure that observations are being made.
IMPLEMENT
Communicate effectively with parents, staff and anyone else who needs to be involved
Tell them what you are doing
Talk to them be honest and open
Show observations
REVIEW AND EVALUATE
Here we make adjustments and modification to the goals.
Observation and feedback from staff will give evaluations
If short term goals have been achieved you can add more
If it doesn’t work, keep short term but change the strategies
Description and Message:
Your Assignment Type: Case Scenario
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
Simon is four and is an only child. His mother has decided to return to work after 4 years at home caring for Simon. He has just commenced at your centre and he is receiving additional support from a visiting teacher for children with vision impairments.
Simon has partial vision. He cannot see to read and currently uses a tape recorder and talking books. He loves listening to talking books and is a member of a local agency’s talking book library from which he borrows several books a week. He likes stories about space, science fiction and pirate adventures. He sometimes watches television and is familiar with the popular shows and characters.
Simon is able to use the vision he has to help him a little with his mobility. He can identify sources of light and is able to use windows, open doors and overhead lights to help orient himself. He can also perceive where large shapes block off light. He can sometimes see people if they are moving against contrasting background.
Simon enjoys being in the company of other children. He loves verbal games and chatting to people. His oral language is sophisticated and he uses a wide range of words and phrases.
He rarely participates in any art activities. Once he manipulated some of the textures in the craft area, experimented with scissors (rather unsuccessfully) and glued some textures to a piece of paper but he did not appear to get much enjoyment from this activity.
He does not participate in active running games outdoors, though he will often follow the other boys outside and attempt to organise the game from the sideline, calling out commands and directions to the others. He will occasionally sit in the sandpit outside and play with the sand but only if there are other children there he can talk to whilst he is doing so. When the other children are playing active games outside he often wanders aimlessly.
Simon sometimes comes across as bossy and demanding to the other children. There are times when the person to whom he is talking will just run away and leave him talking to himself. The other children giggle when they see this.
Inclusion plan from the case study
Area assessed
Identification of the child’s additional needs
Inclusion strategies
Consultation strategies
Supporting the child’s interests and abilities
Modifications to the service/resources required
Review strategy
What is your answer so far or What have you done so far as an attempt to solve this question?
This is what I've got so far but I'm not to sure about it, just wanting to know if I'm on the right track and if I need to add more?
LONG TERM GOAL: Meeting Simon’s needs and for Simon to be accepted.
SHORT TERM GOAL: Changing routines to include Simon’s interest and to support him.
STRATEGIES: Reading books about space and pirate adventures, then maybe provide story bags and
Felt boards about the story.
Having a one on one with him and talking about his interests and talking about which
Popular shows and characters he likes.
Providing verbal activities for example having a different animal sounds on cd player and children can guess which animal it is. This could lead onto interaction with children.
SHORT TERM GOAL: Participating in outdoor activities
STRATEGIES: Having a partner running around game
Provide balls with bright coloured tape around it
SHORT TERM GOALS: For Simon to be able to participate and enjoy art
STRATEGIES: Have finger painting or hand print painting
Having raised paper lines which could help support Simon’s cutting skills
SHORT TERM GOAL: Setting up activities that involve cooperation and interaction
STRATEGIES: Dramatic play activity
Have small group with staff
SHORT TERM GOAL: FACILITATE A MEETING WITH PARENTS AND SPECIALIST
STRATEGIES: Ask parents and specialist to have a formal meeting about Simon’s needs and get them involved.
MONITOR
Getting feedback from specialists, parents, staff and ensure that observations are being made.
IMPLEMENT
Communicate effectively with parents, staff and anyone else who needs to be involved
Tell them what you are doing
Talk to them be honest and open
Show observations
REVIEW AND EVALUATE
Here we make adjustments and modification to the goals.
Observation and feedback from staff will give evaluations
If short term goals have been achieved you can add more
If it doesn’t work, keep short term but change the strategies
Description and Message:
just asking because I'm From Istanbul
yes I'm turkish, I'm from Samsun:) I don't need to add anymore goals?