CHC50113 Diploma of Early Childhood Education and Care

1. Explain and provide evidence to show how each of these people and services assist you to promote inclusion. You might provide evidence such as:

· documents

· pamphlets, leaflets or flyers

· website addresses

· notes from discussions

· points based on your knowledge.

2. Reflect on UNICEF’s The right to participation (www.unicef.org/crc/files/Right-to-Participation.pdf) and the United Nations Convention on the Rights of the Child. Explain how your service philosophy, policies and procedures link to this international legislation. Discuss:

· inclusion, equity and diversity

· the need for understanding different backgrounds, experiences, and needs of families in exceptional circumstances or with additional needs

3. Link the principles of inclusion and participation to a Principle, Practice and Outcome of the Early Years Learning Framework.

1. Ask the parents questions that focus on the differences in each family home. Consider family routines, culture, lifestyle and values. Provide the questions that you ask and the families’ responses..

2.Identify the similarities and differences between each family. Aim to find at least four similarities and four differences. Include your findings about similarities and differences in a short report.

3.Choose one child from one of the families you have just interviewed. Explain how this child’s rights have been valued and acknowledged within the service. Consider the following:

· How the child’s family culture has been valued and acknowledged

· How the child’s personal identity has been valued and acknowledged

· How the child’s abilities and strengths have been valued and acknowledged

· If you are unable to find evidence for any of these points within the service, explain how it could be done.

Group identification:

Age of children:

Information this discussion is based on:

Why this information encouraged you to plan this experience:

EYLF Outcome:

Name of discussion:

Explanation of discussion. Include:

· questions asked

· other directions required

· how you incorporated fairness, similarities and differences, interdependence, respectful and equal relations.

Materials required:

Strategies used to get children involved:

What happened:

COMPIC

Key Word Sign – Auslan

Key Word Sign – Makaton

Group identification:

Age of group:

Name of experience:

Value of the experience:

Description of the experience:

Materials required:

Presentation of materials (describe, sketch or attach a photo):

Strategies used to get children and educators involved:

EYLF Outcome:

What happened:

1. Conduct research to learn about autism. Identify the main characteristics of this condition and what barriers an autistic child may experience toward learning. Find out how organisations may be able to help your service if you had a child with autism in your care. Summarise your findings in a short report. Ensure you cite your references.

2. If a child with autism were to begin orientation in your service tomorrow, what strategies could you implement immediately to meet the child’s needs? As yet, you have no other information about the child.

· How would you prepare for the child?

· What would you tell other educators to be aware of, in relation to how they might support the child, support the parent and prepare the environment?

3. What actions would you then take to develop a holistic understanding of the child’s needs? Discuss the following:

· The additional needs of children with autism

· Who you might consult to gather information about these needs

· How you might investigate and trial strategies to address these needs

· How you might encourage participation by reviewing or suggesting adaptions to service delivery to meet these needs

Five children with additional support needs wish to attend your service. The five children include:

· a child with attention deficit hyperactivity disorder (ADHD)

· a child who has been neglected

· a child whose parents have recently divorced

· a child with diabetes

· a child with a slight vision impairment.

4. Choose one of the children and discuss their additional needs with your supervisor. What barriers to learning might this child have? Take notes to record your discussion.

5. Identify:

· one resource already in your service that could be used to support the child and the family

· one adaptation to service delivery that could easily be implemented to support the child and the family

· two things you may need to know or do before orientation

· any procedures or work practices that may be involved.

Tessa, 4 years, has completed an orientation process at your service. She has an acquired brain injury and limited hearing. You have met with her specialists and her mother a number of times and gleaned the following information about Tessa:

· She is not yet toilet trained.

· She has a limited vocabulary, but has not been heard using any speech or making any sounds at your service.

· Tessa is from a single-parent family and she has an older school-aged brother. Her mother is currently trying to toilet train Tessa. She is also working on Tessa’s vocabulary and is planning to introduce some simple sign language.

· You have contacted the local Inclusion Support Programs to gain funding, education and support and have met with the professional support coordinator (PSC).

1. Develop one goal for Tessa based on the information you have gathered from the specialists and her mother. Explain your choice. Consider Tessa’s:

· abilities, interests, expectations and health status

· cultural values, needs and requirements

· behavioural or psychological disorder

· physical, sensory or development disability.

2. Develop two objectives for Tessa based on the goal you developed. Explain your choice.

3. Explain how you might need to adapt the environment and routines of your service to ensure that Tessa is fully included in the group.

4. Identify two strategies you can introduce immediately to encourage Tessa’s participation.

5. List any legislation, procedures or workplace practices that you may need to consider as you make a plan for Tessa.

You work in a room with 5-year-old children and are supported by two other educators. You are the leader in the room and are responsible for developing the plans for the children and sharing these with the other educators.

Today, you have been working with Tessa, who has a physical disability. Tessa is learning to move her body from one place to another. Tessa is very strong-willed and is determined to reach a milestone. She has almost succeeded in her task and although she needs occasional breaks, she seems to be enjoying the challenge. You are tired, however, and at times you feel frustrated.

1. What would your next step be in this situation? Consider the following:

The child’s needs

Your needs

The success of the strategy 

The role of others 

The level of support provided for the child 

Today you receive a report from a specialist. The report includes several suggested goals and objectives for a child with additional support needs.

2. What would your next step be in this situation? Consider the following:

Your service policies, procedures and work practices

Those involved in supporting the child

Actions that need to be taken to put the goals and objectives into place

1. What is the issue of concern in this situation?

2. What effect does the current strategy have on the child?

3. What is the barrier to this strategy?

4. What would you do immediately in response to this situation? What strategies might you use to encourage participation?

5. How could you find out more information about the child’s background, experiences and/or additional needs to see if this has any impact on the situation?

6. What would your new objective be?

7. What legislation, procedures or workplace practices do you need to be aware of before you can implement this change?

1. Identify the areas in your service philosophy, policies and procedures that relate to inclusion, equity and diversity. List some of the practices in your service that support each of these ideals.

2. How do you ensure that all children achieve the learning outcomes? What equitable and effective strategies do you use?

1. Is your service a mainstream, inclusive or fully inclusive service? Briefly explain.

1. Develop a profile of a child with additional support needs currently in your service.

Include:

• abilities and interests

• cultural values

• health status (physical, social emotional, cognitive and language)

• goals and expectations

• needs and requirements

• the EYLF outcome linked to goal.

2. Explain how these needs might impact your mealtime routine for this child.

3. Describe how other professionals and the child’s family could be involved in the curriculum plans.

4. Complete a task analysis based on how the child washes their hands.

1. Review your service orientation policy and procedures. Summarise the points that refer to the support provided for children with additional support needs. Do you think any of these points could be expanded? Why or why not?

Child’s details:

Name:

Date of birth:

Those involved in developing the profile:

Relevant background information:

Abilities:

Interests:

Expectations (in the context of their cultural values):

Health status (physical, social, emotional, cognitive and language):

Needs and requirements:

Possible barriers to learning:

Advice from others:

4. Collect observational data about the child, using an appropriate method, to form a better understanding of their needs. State the method you have used to collect data and explain how it helped you understand the needs of the child. Use the data you have collected to complete the profile.

5. Review your service delivery:

· List the regular activities and experiences for one session (morning or afternoon) in your service. 

· Identify the activities and experiences (including routine tasks) that might create a barrier for the child. For each barrier, explain why.

6. Identify the legislation, organisational procedures and/or workplace practices you must observe to complete this task.

Permissions required:

The child’s details:

Name:

Date of birth:

Date of plan:

Date to be reviewed:

Those involved in developing the plan:

Name and contact details of relevant specialist or support body (if required):

Needs to be addressed:

Relevant background information:

Things the child does well:

Goals:

Objectives:

EYLF Outcomes:

Strategies for inclusion and participation:

Adaptations:

Environment:

Program:

Resources and materials needed:

How the child will be involved:

How the parents will be involved:

8. List the following in relation to what you might ask while developing the inclusion plan:

· Three questions you would ask the parents about the child

· Two questions you would ask other professionals about the child or their particular needs

9. What two methods would you use to share and reflect on the plan and its impact on the child with the child’s parents?