Supporting Children with Medical Needs

This assignment focuses on a checklist designed to help early childhood educators identify and address the specific support needs of children with medical conditions. It details various indicators, such as the severity of medical events, required intervention levels, and necessary environmental adaptations. The checklist aims to guide educators in developing comprehensive Child Health Support Plans that ensure the well-being and safety of all children while respecting individual needs and privacy.

The Inclusion Support plan is a tool that
examines the capacity of the early
childhood educators to provide a quality
program that is inclusive of all children.
Inclusion Support Plan
Inclusion Support for Early Childhood
Education and Care
Sparkling Stars

Inclusion Support Plan
The Inclusion Support plan is a tool that examines the capacity of the early childhood educators to
provide a quality program that is inclusive of all children.
For assistance with completing this plan, refer to the relevant inclusion support guidelines, or
information for your state/territory.
The Program Support Group at the centre should first complete this Inclusion Support plan to
determine whether or not further support plans are required for:
 Additional Needs
 Disability, or
 Complex Medical Needs.
.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 1 of 18

Part 1: Applicant and Child Details
Name of Children’s Service the child will attend
Phone Email
Postal address Postcode
Location
address
Postcode
Name of early childhood teacher completing this form
(in consultation with the Program Support Group)
Name of early childhood teacher for the year the child is
attending (if known)
Child’s Details
Family name Given name
Date of birth Gender Male Female
Street address
Suburb Postcode
Email Local Government Area
In which country was the child born? Australia Other Other country Africa
Does the child speak a language other than English at home?
(in consultation with the Program Support Group) Yes No
If yes, please specify the language
Is the child of Australian Aboriginal or Torres Strait Islander origin? (choose only one box)
Yes, Torres Strait Islander
Yes, Aboriginal
Yes, both Aboriginal and Torres Strait Islander
No, neither Aboriginal nor Torres Strait Islander
Please describe the child’s strengths, interests and abilities
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 2 of 18

Privacy Declaration by Parents/Legal Guardians
Please tick (
) correct box.
Name of child
I We do do not approve this support plan to assist the areas and participation of my child at
centre.
I We have have not given consent to the people listed in Section 2 as members of the Program
Support Group.
I We have have not been given a copy of the Information Privacy Statement that forms part of this
application.
Parent/guardian 1
Title Mr Mrs Ms Name
Signature Date
____ / _____. / _______
Parent/guardian 2
Title Mr Mrs Ms Name
Signature Date
____ / _____. / _______
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 3 of 18

Details of Early Childhood Programs Child Attends
For the year prior to the child attending the funded kindergarten program, list the early childhood programs
that the child attends. Include a contact person, phone number and attendance details.
Name of children’s service
Name of contact person (early childhood teacher)
Phone number Email address
Total hours per week attended by the child in the centre program
Other early c
Other early childhood programs (if applicable)
Name of early childhood intervention program/service
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, three year old activity group/child care/occasional
care)
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, 3-year-old activity group/child care/occasional
care)
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, 3-year-old activity group/child care/occasional
care)
Contact person Phone
number:
Total hours attended by child per week
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 4 of 18

Details of Early Childhood Programs Child Will Attend
For the year the child will attending the centre program, list the proposed early childhood programs that the
child is expected to attend.
Proposed session times the child will attend
Monday Tuesday Wednesday Thursday Friday
Other early childhood programs (if applicable)
Name of early childhood intervention program/service
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, three year old activity group/child
care/occasional care)
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, 3-year-old activity group/child
care/occasional care)
Contact person Phone number
Total hours attended by child per week
Other (e.g. Early Start, 3-year-old activity group/child
care/occasional care)
Contact person Phone number
Total hours attended by child per week
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 5 of 18

Details of all persons completing this application
I declare that to the best of my knowledge this application:
 is complete
 addresses all relevant requirements in the Inclusion Support procedures
 has been completed to accurately represent the Centre’s program and the developmental abilities and needs
of the child.
Name of parent or guardian 1 Mr Mrs Ms
Street address
Suburb Postcode
Home phone number Mobil
e
Business phone
Signature Date ___./ ___./ ____
Name of parent or guardian 2 Mr Mrs Ms
Street address
Suburb Postcode
Home phone number Mobil
e
Business phone
Signature Date ___./ ___./ ____
Name of professional 1
Service/Agency name
Role Phone
Signature Date ___./ ___./ ____
Name of professional 2
Service/Agency name
Role Phone
Signature Date ___./ ___./ ____
Name of professional 3
Service/Agency name
Role Phone:
Signature Date ___./ ___./ ____
Name of professional 4
Service/Agency Name
Role Phone
Signature Date ___./ ___./ ____
Name of professional 5
Service/Agency name
Role Phone
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 6 of 18

Signature Date ___./ ___./ ____
Please copy this page and attach to the application if further details and signatures are required.
Context of Inclusion Support Plan
When completing the Inclusion Support Plan, consider and utilise:
the practice principles of the Early Years Learning and Development Framework, and
the quality areas, standards and elements of the National Quality Framework.
Context of the Centre Program – Collect Information
Provide background information about the context of the centre’s program.
Consider the skills and experience of the early childhood educators, management of the centre, the philosophy of the
centre, the group of children, the program and routines and the physical environment.
Attach details of relevant National Quality Framework policies and practices in relation to inclusion, referencing the
Early Years Learning and Development Framework.
The early childhood educators are adequate skilled and experienced in maintaining the activities of the centre. The
centre promotes inclusion approach where students from different cultural, ethnic, religious and language backgrounds
are encouraged in participating the setting. The group of the children that is existing in the centre differs in their
backgrounds but have inclusive approach to promote their growth and development. Various programs and strategies
have been undertaken based on the needs of the children. Appropriate program also is in place for clear focus on
children’s learning and wellbeing.
Context of the child – Collect Information
Describe the child’s strengths, abilities and interests.
Consider the environments and types of resources that are required to support the child’s learning and development.
The child is more interested in sports. He is more likely to participate in outdoor activities. Thus the setting needs to
have adequate activities based objects so that his physical activity can be supported.
The child loves taking part in soccer, the settings also has been providing adequate support and encouragement in
improving his abilities and promote his area of interest.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 7 of 18

Existing resources – Question/Analyse
Identify the existing resources that support early childhood educators to provide an inclusive program for this
child and all children in the group.
Consider all of the resources available to the centre The following are some examples: the specific skills and
experience of the early childhood educators that would support this child; parents; Early Childhood Intervention
Services professionals; Centre management e.g. Committees; Advisory Groups; Local Government; Professional
development opportunities; Advisory Field Officers etc.
Identify any adaptations to the program, activities, routines and environment that will be implemented.
Its institution, land, language,
knowledge, social resources, economic resources, the specific skills and experience of the early childhood educators
that would support this child; parents; Early Childhood Intervention Services professionals; Centre management. More
issue based programs will be implemented so that identified behavioural and emotional issues in children can be
addressed enabling the centre in achieving improved outcomes of child learning and wellbeing
Additional Resources – Question/Analyse
Detail any types of support that are required to include the child in the centre program that cannot be provided
within the existing resources available to the centre and may be sought from the Inclusion Support funding
programs.
More support from parents and professionals are needed which sometimes is not obtained owing to improper parenting,
neglect and unaware parents. This again have been limiting the staff in gaining more support from professionals and
addressing identified developmental and wellbeing issues in children.
Utilisation of Additional Resources – Plan
Identify how additional resources will be utilised to build the capacity of early childhood educators to support
the inclusion of all children.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 8 of 18

Engaging parents in the inclusion program will have effective outcome in child development by making parents aware
and identify the behaviour where they find issues. They also need maintaining regular calendars in improving their
situation and sharing their thoughts with the staffs at centre
Roles and Responsibilities – Plan
Specify the roles and responsibilities in relation to providing an inclusive program for all children.
Consider for example: early childhood educators; Parents; Program Advisory Group; Committee; Childhood
Intervention Services professionals, etc.
If additional staffing support has been identified as an additional resource required supporting the inclusion of the child
in the centre’s program, describe how an additional assistant would work as a member of the team.
Program Advisory Group would be positive support and decision making body in designing and implementing need
based plan so that an inclusive program can be adopted for all children.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 9 of 18

The early childhood educator:
 meets with family to support the child’s enrolment in the centre
 identifies the need to establish a Program Support Group, in consultation with the family
 where possible, attends a regional information session
 completes the Inclusion Support Plan, with the assistance of the Program Support Group
 determines whether or further plans are necessary for addressing additional needs,
o adaptations to curriculum to support achievement of learning outcomes
o further disability or medical support will be required based on the needs and
existing supports identified in the Inclusion Support Plan.
 completes, with the assistance of the Program Support Group, the application form for the
Kindergarten Inclusion Support package program, if the resources required to build the
capacity of early childhood educators are in addition to the existing resources available to
the kindergarten.
 implements the Inclusion Support Plan.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 10 of 18

Part 2: Determining Additional Needs
2.1 (a) Child’s diagnosis/areas of developmental delay
Aggressiveness
2.1 (b) Child is undergoing assessment by
Regular evaluation report and meetings with parents
2.2 Reasons for support
If the child is eligible under more than one criterion, tick the corresponding boxes. Complete only questions that are
relevant.
Child is at significant risk of injury to self or others (complete 2.3 below)
Child is extremely restricted in their capacity for movement (complete 2.4 below)
Child has exceptional support needs requiring immediate medical intervention for life threatening situations
(complete 2.5 below).
2.3 Child is at significant risk of injury to self or others
Refer to checklist on next page.
Describe the child’s behaviour that will need to be taken into account by the kindergarten program to ensure that the
child is included in the program; that he/she and others are safe and the risk of injury is minimised?
Aggressiveness of the child has been resulted owing to improper parenting and neglect which needs to be taken into
account by the kindergarten program to ensure that the child is included in the program. Additional measures needed
to be adopted so that she and others are safe from the risk of injury.
When might the child require extra supervision in the kindergarten program? What behaviours are predictable? Are
there any known ‘triggers’ for those behaviours? What works well in managing those behaviours?
Child is showing tantrums and restlessness. She might need extra supervision especially when she feels that she is
not being treated equally. Such behaviours can be managed by supportive environment and positive reinforcement
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 11 of 18

Checklist - Child is at significant risk of injury to self or others
(Part 2.3 on this tool)
This checklist can be used as a guide to assist in determining Inclusion Support - Disability. This
checklist has not been designed as a resource allocation tool.
Indicators include but are not limited to:
 the level of support required by early childhood educators in planning management or safety strategies
 the modifications that could be or have been made to the environment and program to support the needs of all
children
 how the child’s behaviours/support needs differ from those of other children of a similar age
 the frequency of the child’s behaviours/support needs occurring during a children’s program
 the length of time required to settle the child
 the predictability of the child’s behaviours/support needs and known triggers
 the type of strategies to which the child responds
 the level of the child’s skills in other developmental areas
 the experiences and situations in which the child requires additional supervision
 the level of assistance required for the safe implementation of a planned program for independence in self-care
routines
 the level of support required to enable the child to communicate his/her needs.
1 2 3 4 5
Child requires intensive supervision to monitor safety indoors
Child requires intensive supervision to monitor safety outdoors
Child’s risk of injury to self
Child’s behaviour is of a significant level to seriously injure others
Comments Key:
5 constantly throughout session
4 often during session
3 occasionally for specific task
2 rarely
1 never
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 12 of 18

2.4 Child is restricted in their capacity for movement
Refer to checklist on next page.
Describe the child’s physical abilities
Physical abilities need support while walking
What equipment will be used by the child to help them move around the kindergarten and participate in the program?
Walking support for movement
When will the child require assistance to move at the kindergarten?
When she feels taking part in outdoor activities
Give examples of any other support required to help the child to participate in the kindergarten program
visiting nurse, physiotherapist, or other health worker
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 13 of 18

Checklist: Child is restricted in their capacity for movement.
(Part 2.4 on this tool)
Indicators include but are not limited to the:
 level of support required by early childhood educators in planning strategies to assist the child’s mobility/physical
skills
 modifications that could be or have been made to the environment and program to support the needs of all
children
 type of support or equipment the child uses to assist their mobility or to engage in activities
 level of support required for the child to change their physical position
 frequency of the support the child requires to assist their mobility
 assistance a child requires to use their mobility aids
 level of the child’s physical independence and level of independence in other developmental areas
 experiences and situations in which the child requires additional assistance with mobility
 level of assistance required for the safe implementation of a planned program for independence in self care
routines
 level of support required to enable the child to communicate his/her needs.
1 2 3 4 5
Child requires adult assistance to move outdoors
Child requires adult assistance to move indoors
Child requires assistance to physically engage in activities
Child requires positioning in equipment such as a standing frame
or a corner chair to engage with other children or to engage in
activities
Child requires assistance for planned self-care programs
Comments Key:
5 constantly throughout session
4 often during session
3 occasionally for specific task
2 rarely
1 never
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 14 of 18

2.5 Child has additional support needs – medical
Refer to checklist on next page.
Describe the child’s medical condition
The child has language difficulty
What kind of support will the child need at kindergarten?
Specialist education support, regular interaction with the child, meeting between families and child care, encouraging
families in participating in planned experiences and
Using pictures and word signs to label different areas in the room
How often and when will the child require medical intervention at kindergarten?
Once in a month
Give examples of any other support required to help the child’s to participate in the kindergarten program
Visual aids for explaining what is happening to provide a sequence of events for the day to day activities
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 15 of 18

Checklist: Child has additional support needs — medical
(Part 2.5 on this tool)
Indicators include but are not limited to the:
 level of support required by early childhood educators in planning management or safety strategies
 modifications that could be or have been made to the environment and program to support the needs of all
children
 certainty of the medical event/procedure
 frequency of the medical event/procedure
 severity of the medical event and level of treatment required
 monitoring required of the child to observe the onset of the medical event
 complexity of the plan required to ensure the welfare of all children during the medical event/procedure
 experiences and situations in which the child requires additional supervision
 child’s skills in other developmental areas, if relevant to this application (for example, the child is non-verbal)
1 2 3 4 5
Child has a life threatening condition and requires immediate medical
intervention, for example, severe seizure
Child requires specialised support for ongoing complex medical
procedures that will occur during the centre’s program
Other:
Comments Key:
5 constantly throughout session
4 often during session
3 occasionally for specific task
2 rarely
1 never
if section 2.5 above has been completed educators will need to refer to the ‘General Medical Advice
Form’ and engage professional assistance in developing a Child Health Support Plan.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 16 of 18

This checklist can be used as a guide where the child has additional support needs. Indicators include but are
not limited to the following:
1 Child has a disability and exceptional support needs that require immediate medical
intervention for life threatening situations.
2 The health support procedures must be undertaken during the Centre’s program in
order for the child to attend and are not limited to a first aid response.
3 The health support procedures are additional to health support and first aid provided
to all children attending Centre.
4 The health support plan identifies specific training and monitoring requirements.
5 The health support plan identifies procedures that early childhood educators can
reasonably be expected to undertake with training.
6 The heath support plan describes the simplest manner of providing support,
minimising disruption to the kindergarten program and considering the welfare of all
children.
7 The health support procedures can be undertaken in a way that respects the child’s
dignity, privacy, comfort and safety.
8 The child’s health support requirements can be addressed with reasonable
modifications to the environment and the program.
Adapted from: Kindergarten Inclusion Support plan SF08 DEECD Victoria Page 17 of 18