Enhancing Collaboration and Fine Motor Skills for Children with Cerebral Palsy

In this assignment, it is crucial for the educator to provide visual prompts and support systems for a child with cerebral palsy named Lydia. The goal is to assist her in maintaining standing positions and improving her language skills. The educator should also use adaptive materials such as stools to help Lydia develop her self-help skills. Furthermore, the educator can engage Lydia in collaborative play experiences with her peers, using strategies like role-modeling and scaffolding to encourage participation and interaction. Additionally, the educator should document and record Lydia's progress, including video recordings and notes on her interactions with educators and peers.

INCLUSION PLAN
Child’s
Surname
Rose First Name Lydia D.O.B (Age) 4 years old
Centre: Prepared By:
Inclusion Plan Start Date:
August
Inclusion Plan Finish Date:
October
Latest Reviewed By:
The Child:
Between the two children, Lydia is the youngest and 4 years old. Lydia, with her family soon
will be shifting to Australia. Lydia’s mother has mentioned in the latest video that her daughter
was diagnosed with Cerebral Palsy when she was only four months old and that her MRI result
showed her brain having stroke in the left hemisphere, which affected her sensory experiences
in the right side of her body and the motor coordination. Lydia’s mother also mentioned it in
the video that Lydia’s right hand acts as a helper and not as the useful and fully active tool. In
addition, she needs to wear braces in her legs in order to straighten her legs while walking. Her
mother also stated that, at the one year old, the speech therapist suggested Lydia clinical
speech therapy for one to two hour. However, Lydia’s family denied the idea as Lydia tended to
freeze up in clinical setting and consequently not communicative and responsive in such
situation. Moreover, she was still a baby then. Her mother highlighted the point that she
arranged a speech therapist from the Hope Program to give a monthly visit to Lydia’s home
where the speech therapist’s suggestion was different from the former one in terms of style of
communicating with Lydia back and forth across the day. Lydia’s mother later stated in the
video that they moved Lydia to Miracosta Child Development Centre. In the centre, the special
education teacher from the Hope Program and the teachers of Lydia from the centre
collaborated once a week in terms of negotiating various ways to adapt few activities in order
to make Lydia as well as other children a successful learners. Along with this, Lydia’s mother
mentioned in the video that her special education teacher once or twice a month visited Lydia’s
home or meet Lydia’s family at the park to discuss abbot the progress of Lydia and provide
them with an update of effective activities that the centre and the family can practice to
improve Lydia is learning activities.
Family Context
The Family
There are five members in Lydia’s family – Lydia, her parents and her two older siblings. Lydia’s
family speaks two languages, English and French and hence she is bilingual. Lydia’s mother says
that all the family members make it sure that Lydia involves with the community where they
usually spend much time in the library or in the park. Her mother also mentions that she always
tries to make Lydia surround with typical peers in order to make her creative, motivated and
make her feel exactly like all other child. In accordance to Al-Zboon& Al-Dababneh (2016),
parents’ positive perception assist allowance to the disable child to feel socially acceptable and
equal in any kind of learning environment.

Family’s Priorities for their Child - Statement of Aspirations - Vision for Lydia’s future
The importance of Lydia being happy, feeling secure, being included and having a strong sense
of belonging was reinforced by Lydia’s family in the Individual Family Service Plan Meeting
(DEEWR, 2009). Lydia’s family focuses on the involvement of Lydia in all the playing and
learning experience that will be helpful in developing both her social and the cognitive skills,
language and communication skills, movement. Lydia’s parents strongly want Lydia to be
“friends with other children”.
This inclusion plan will focus on the following priority (name only one):
Lydia’s utilization of social skills for developing friendship with other children
Rationale
It is relevant to Lydia because it support and encourages Lydia in the developing friendship
relationship and social interaction skills with the other children. This will directly help Lydia in
promoting her belonging sense and wellbeing in the centre environment and provide her with
essential skills for engaging with other children and adults in a meaningful way even outside her
centre (EYLF learning outcome 1, DEEWR, 2009). To do this, all the early childhood educators
must consider the importance of “family centred practice” (Kenddy&Surman, 2006; Dunset,
2002 in Cologon), where the educators consider not only the children but also their families and
the communities with regard to the sericultural context and knowledge funds. All the data and
information collected from the Lydia’s family and ‘knowledge funds’ and from their interests,
will help the educators to plan experience and objectives, which are relevant and meaningful
and will allow Lydia for being an active participant and involve smoothly in the learning
experience that the centre provides (Hill, 2012). Hence, it is important to give priority to the
family and their respective decisions (Hanson & Lynch, 2013). It is also equally crucial forming
collaboration and partnership with the prior setting of Lydia, since it will allow her a smooth
transition, allow in implanting future plan, which is fit with abilities and needs of Lydia, and
most importantly will help building on the prior learning and the experience of her in
constructing her continuation in learning and development (Arthur et al., 2012).
Team Around the Child
Role
Identity Case
Manager by*
Name
(Tick if present at
IFSP Meeting)
Involvement and Communication Strategy
(brief overview)
Class Teacher Laura 1. To observe Lydia’s interaction with her
educators and peers
2. To listen to Lydia’s different ideas
3. To work in partnership with Debbie,
the inclusion support staff for adapting
some of activities to make Lydia and
other children successful learner and
easier participant in activities.
Parent/Guardian/s Janelle 1. To embed different activities in all type

(Alias) of interaction and experience in Lydia’s
home for her
2. To work in partnership with Debbie,
the inclusion support staff once a
month in park or home for discussion
about Lydia’s learning and
development, daily challenges and
improvement
Therapist (Speech
therapist)
Amy Monthly visit of Amy to Lydia’s home for
suggesting different ideas and style and
coaching Lydia’s mother for her better
communication
Inclusion Support
staff
Debbie 1. The home-school liaison
2. Comes once a week to support Lydia’s
learning. Partners with Laura, the
primary educator to discuss about the
classroom and adapting activities so
that Lydia and other children can
successfully learn the activities.
3. Partners with Lydia’s mother and visits
her monthly to discuss improvement
strategies for Lydia to practise n home
as well as in centre to extent Lydia’s
skills.
Funding
Collaboration and Communication:
Communication and collaboration among all the team members is important for the effective
inclusion (Cologon, 2014). Regular consultation provides with information about the results,
goals and desired daily achievements. Written evidence on the daily progress of Lydia will be
recorded at the time of implementation, and will be shared with the family members at the end
of the day. Weekly updates will be received by inclusion support staffs when attending for the
adjustments that fits with the priorities of the family as well as aligns with Lydia’s abilities (Cook
& Klein, 2012). With the establishment of common objectives, the family, educators, and
external support team will work together to gain positive result for Lydia (Fordham & Johnston,
2014), which works together with family centred objectives from the IFSP.
Key Strategies for Achievement
The inclusive set up of early childhood environment is important (Cologon, 2014). For example,
adequate and accessible resources and equipments for all the children, adequate staff ratio for
supervising and interacting with children, and visual aids as the resource for assisting the peers
for recognition of the main strategies to engage with disable children (Arthur el al, 2012). The
setting of visual prompts such as wall posters, picture cards for using them in the group time

experience. Communication is another crucial point for early childhood program with high
quality, where regular meeting of team regarding the discussion of Lydia’s progress along with
the weekly discussion with inclusion support staffs and daily discussion with other setting
educators will enable the guiding team foe assessing and planning sustained learning
experience and opportunities based on Lydia’s strength and interests (Odom,
Buysse&Soukakou, 2011). Lastly, this is necessary to develop the professional quality of the
educators in order to improve the program quality through the enhancement of educators’
qualification (Sheridan et al., 2009). Hence, early childhood program must have further and
proper information and the support for allowing full learning and contribution.
Assessment for Learning
Impact of Disability on Learning
Implications for Learning
Adaptations and Modifications
Lydia’s response to the visual prompts are
seemed well (Observation two). Some effort in
the part of Lydia had been shown as she used
her left leg and moved forward her right hand
slightly to the image in the book as well and
confidently said “chicken”. According to
Lidbeck et al. (2016), visual prompts work as a
reference frame in assisting Cerebral Palsy
children for maintaining standing position and
inspiring the language challenges and effort.
It is important for the educator to provide
Lydia with visual support such as choice
system in an iPad application so that she can
use her finger to choose song. IN accordance
to Cook & Polger (2014), choices system as in
the iPad screen help cerebral palsy children in
improving coordination in standing position
and hand movements and motivate language
trials.
It is seemed that Lydia utilized her self-help
skills while climbing on to the bridge
(Observation one). Lydia was seen showing
challenges in the attempt of climbing the
bridge using which foot and showing strength
in telling her mother for not helping her.
Lydia’s mother mentioned that because of her
own perseverance and extermination she is
successful (video). In accordance to Pereira et
al. (2016), positive attitude of parents towards
the cerebral palsy children enable
independent learning and encourage the
confidence to approach different skills.
Educator needs to provide Lydia with the
material support such as stool for helping in
her standing position. As Stevens, Everington
& Kozar-Kocsis(2002) and the Early Years
Learning Framework Outcome three (DEEWR,
2009) imply that adaption and the
modification for the provided material support
to the disable children allow them to respond
for showing their improvement in learning and
self-help skills.
Lydia was also seemed to continue developing
her social skills. The observation presents that
the Lydia seems to enjoy collaborative
engagement playing on the colourful mat with
her friend in outdoor (Observation three).
Shoe was seen showing challenges in copying
her friend’s jump by using her both legs and
showing happiness and satisfaction in doing
As the educator, in is important for providing
Lydia with rich resource that is reflective of
her social worlds, for example, colourful
footprints for practicing jumping and
coordinating standing position. In is important
to use the peer mediated interventions where
educators can help disable children for
interacting collaboratively with Lydia by

the same. Allen & Cowdery (2014) states that,
engaging disable children in social group play
can allow the disable child in imitating and
repeating the action of other children, which
will be helpful for the improvement of the
hands and legs coordination in the later stage.
teaching the children specific techniques for
empowering social relationship among them
and Lydia such as model sharing (Mallory &
Rous, 2009; Brown, Odom &Conory, 2001)
It was observed that Lydia enjoys collecting
the puzzle pieces with her mother and putting
them in the right position (Observation four).
While grasping the puzzle pieces, she showed
challenges in balancing between her hands
and legs. She also showed strength to develop
her resilience, emerging autonomy and
persistence to hold the puzzle pieces without
her mother’s assistance (EYLF LO 1.2,
2009). In accordance to Klein, Cook, &
Richardson-Gibbs (2001), providing disable
children various objects to hold, helps
facilitating the muscle tone and encourages
the normal moments in future.
As the educator, it is the responsibility of the
educator to show the disable children in the
lunchtime how to grasp things using both
hands by being a role model and grasping
spoon by the educator. This will be
encouraging to the children for future
handling the objects without any assistance.
This will also promote their social behaviour
(Cook, Richardson-Gibbs, &Nielsen, 2016). It
is also essential introducing Lydia to some of
technological devices to grasp as this will help
her in future to hold objects independently
(Martin,2006)
Surname Optional First Name Your name
Focus Teaching Plan
Team
Responsibilitie
s
Monitoring and
evaluation
Outcome
Embedded
Learning
Opportunitie
s
Child Focused
Instructional
Strategies
Who and What Method
Lydia will be
able to
collaborativel
y participate
with other
children
various
indoor play
activities
Use Lydia’s
interest in
the puzzle
collecting
(observation
4) for
initiating and
inspiring
collaborative
play
experience
with her
peers. As
Brooker &
Woodhead
1. Addressing all
children by
their names
and asking
them if they
can join the
play
2. Asking ope
ended
question
“what are you
doing [child’s
name]?” “How
do you think
we should do
1. The
room
educator
and
inclusion
support
team will
discuss
the
improve
ment of
Lydia’s
fine
motor
skills at
1. Taking notes
on Lydia’s
interaction
and the play
experiences
with her
educators
and peers
2. Taking
photos and
videos as
the
evidence for
documents
progress

(2008)
implies the
planning
experience
considering
and
integrating
childrens’
interest,
ensuring
social active
participation
and
engagement.
next?” – for
encouraging
the
collaboration
and
interaction
among the
children
3. Utilising
strategies like
role model
and
scaffolding for
encouraging
their
involvement,
interaction
and
participation
4. Encouraging
children for
sharing puzzle
resources by
giving them
positive
feedback and
re assurance
for the puzzle
for everyone’s
use
5. Inviting Lydia
with another
two children
for engaging in
the group time
story making
using the
puppets and
images
6. Role modelling
of character
play and using
of puppet
7. Encouraging
the same
time
playing
with her
peers
2. The
room
educator
and/or
inclusion
support
team will
be
collectin
g
documen
ts and
planning
strategie
s for
sharing
those
with
parents
and
families
of
children
on the
gatherin
g day
3. The
room
educator
will be
impleme
nting the
strategie
s
4. The
inclusion
support
team
and
and
discussing
that the
same with
parents and
inclusion
support
team
3. Recording
words and
utterances
of Lydia for
communica
ting with
educators
and peers
4. Observing
video record
interactions
and
discussing
with the
other
educators
present in
the class to
evaluate
and assess
the
engagement
of Lydia and
participation
through her
active
involvement
and action
and
communica
tion during
the
experiences
in group
time

the children
for choosing
their favourite
character
puppet and
helping to
make the story
8. Scaffolding
Lydia’s and
other children’
interaction,
giving positive
feedback and
encouraging
throughout
the
experiences
educator
s will
discuss
different
ways for
Lydia to
assist her
holding
puppet
for story
making