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FAM1252-Assessment of Children’s Learning Program Plan

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Added on  2020-05-04

FAM1252-Assessment of Children’s Learning Program Plan

   Added on 2020-05-04

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FAM1252-Assessment of Children’s LearningIndividual Program Plan (15%)Child’s name: LaraDate of Birth: august 30th 2007Date of IPP: January 12th 2008Educators Name: Amanda Brief summary of three strengths:Lara has developed several skills that act asstepping stones in her case. The first attribute that she has grown is that she has the abilityto judge space and distance, initially she did not have the ideology of the perspective ofspace that is needed for a person to pass by but now she gives space to people whenneeded. The second aspect that has tremendously improved in her case is the ways shespontaneously responds in a situation unlike previously. She quickly reacts when watchessome known object nearby. Physically she has developed a lot. Earlier she was not ableto carry any heavy equipment but in the recent times she was found to carry heavy itemsby her own, without the help of any elderly person.Brief summary of three needs: The major three needs that Lara has presently are,requirement of a speech therapist, she cannot completely communicate her needs to thepeople she is dealing with. She is seen to only communication in sentences containingthree or less than three words. Although, her skills have improved, yet she is not able tocompletely communicate to any one. The second one being the need to give herphysiotherapy. Unlike the other children of her age, she fails to fasten her speed whenneeded, her physical attributes are not properly developed. The final one being the needof implementation of counselling sessions to decrease the excitement that she has whenreacting to certain situation. Priority need: – The most important negative attribute of Lara that should be attended toimmediately, is the way in which she speaks to the people in response to the situations.She is unable to construct a full sentence she communicates by using maximum threewords. Children of her age are seen to communicate spontaneously by using fullsentences. She reacts to situations by naming the things she watches around her. She doenot directly communicate with the people around her.Long-term Goal:
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The long term goal for Lara would be to enhance the social communication skills so thatthe interaction with other individuals can be increased. The need of enhanced socialcommunication is underpinned by the need of Lara to engage in a suitablecommunication with others and exchange thoughts and viewpoints. Short-term Objective:It has been found that Lara uses short sentences to communicate with other individuals. The short term objective would be therefore to encourage Lara to communicate using long sentences in full forms. Effective communication is only achieved when a child is able to express her feelings and emotions sufficiently. Prerequisite Skills:Two (2) pre-requisite skills required to achieve short term objective:(be sure the skills are directly related to the objective). Identifies skills or abilities the child will already need to have developed in order to work on the short term objective and long term goal.Skill #1: Lara would be able to be engaged in communication on a regularbasis using full sentences and diverse vocabulary so that she learns different words and uses them while structuring sentences. Skill #2: Lara would be able to understand what is being said to her when others communicate in full sentences and uses varied vocabulary. Barriers:Two (2) possible barriers to achieving objective:Barrier #1: The first barrier might be lack of support from educator. An educator needs to have patience and endurance while communicating with a child. Children like Lara would need considerable amount of time to learn new skills and enhance their communications skills. In case the educator is not supportive of the needs of the child, and does not provide adequate support, the child might find it difficult to demonstrate new skills and showcase them when and where required. Barrier #2: The second barrier would be lack of time. The educator might not get sufficient time for interacting with the child. Development of social skills requiresconsiderable timeframe since development is usually gradual and is time-consuming fromthe educator’s part (Messer 2016)
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