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?
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.”
Question:
Q4(A) What should you consider before responding to this question?
Answer:
I would consider Tom may not know how to build with blocks due to his disability. If he is annoying the other boys I would observe and remove him from this activity.
But was told "your response does not reflect the principals of inclusion. For this question you need to identify the questions you should ask yoruself before making any decision."
Q4(B)How would you respond?
Answer:
I would respond by saying let's build the car park together, come on Tom can you help me please?
If after observing Tom is annoying the other children and preventing them from building a car park I would remove him from the blocks and direct him to another activity he would enjoy better, such as finger painting
But was told "Working alongside Tom is a good start, however in both your answers so far you are suggesting moving Tom away. This does not demonstrate respect for Tom's wishes and/or promote his capability as a 4 year old. Please look at your answer for Q4 (A) and think about wheather you are applying these ideas effectively?"
Any help would be very much appreciated?
Lillian
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