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(Solved) Inclusion Plan - PDF

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Added on  2019-10-30

(Solved) Inclusion Plan - PDF

   Added on 2019-10-30

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INCLUSION PLANChild’s SurnameRoseFirst NameLydiaD.O.B (Age)4 years oldCentre:Prepared By:Inclusion Plan Start Date: AugustInclusion Plan Finish Date: OctoberLatest Reviewed By:The Child: Between the two children, Lydia is the youngest and 4 years old. Lydia, with her family soonwill be shifting to Australia. Lydia’s mother has mentioned in the latest video that her daughterwas diagnosed with Cerebral Palsy when she was only four months old and that her MRI resultshowed her brain having stroke in the left hemisphere, which affected her sensory experiencesin the right side of her body and the motor coordination. Lydia’s mother also mentioned it inthe video that Lydia’s right hand acts as a helper and not as the useful and fully active tool. Inaddition, she needs to wear braces in her legs in order to straighten her legs while walking. Hermother also stated that, at the one year old, the speech therapist suggested Lydia clinicalspeech therapy for one to two hour. However, Lydia’s family denied the idea as Lydia tended tofreeze up in clinical setting and consequently not communicative and responsive in suchsituation. Moreover, she was still a baby then. Her mother highlighted the point that shearranged a speech therapist from the Hope Program to give a monthly visit to Lydia’s homewhere the speech therapist’s suggestion was different from the former one in terms of style ofcommunicating with Lydia back and forth across the day. Lydia’s mother later stated in thevideo that they moved Lydia to Miracosta Child Development Centre. In the centre, the specialeducation teacher from the Hope Program and the teachers of Lydia from the centrecollaborated once a week in terms of negotiating various ways to adapt few activities in orderto make Lydia as well as other children a successful learners. Along with this, Lydia’s mothermentioned in the video that her special education teacher once or twice a month visited Lydia’shome or meet Lydia’s family at the park to discuss abbot the progress of Lydia and providethem with an update of effective activities that the centre and the family can practice toimprove Lydia is learning activities. Family ContextThe FamilyThere 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 alwaystries 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.
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Family’s Priorities for their Child - Statement of Aspirations - Vision for Lydia’s futureThe importance of Lydia being happy, feeling secure, being included and having a strong senseof 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 andlearning 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 RationaleIt is relevant to Lydia because it support and encourages Lydia in the developing friendshiprelationship and social interaction skills with the other children. This will directly help Lydia inpromoting her belonging sense and wellbeing in the centre environment and provide her withessential skills for engaging with other children and adults in a meaningful way even outside hercentre (EYLF learning outcome 1, DEEWR, 2009). To do this, all the early childhood educatorsmust 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 andthe communities with regard to the sericultural context and knowledge funds. All the data andinformation 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 meaningfuland will allow Lydia for being an active participant and involve smoothly in the learningexperience that the centre provides (Hill, 2012). Hence, it is important to give priority to thefamily and their respective decisions (Hanson & Lynch, 2013). It is also equally crucial formingcollaboration and partnership with the prior setting of Lydia, since it will allow her a smoothtransition, allow in implanting future plan, which is fit with abilities and needs of Lydia, andmost importantly will help building on the prior learning and the experience of her inconstructing her continuation in learning and development (Arthur et al., 2012). Team Around the ChildRoleIdentity Case Manager by*Name(Tick if present at IFSP Meeting)Involvement and Communication Strategy(brief overview)Class TeacherLaura1.To observe Lydia’s interaction with her educators and peers2.To listen to Lydia’s different ideas3.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 Janelle1.To embed different activities in all type
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(Alias)of interaction and experience in Lydia’shome for her2.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 improvementTherapist (Speech therapist)AmyMonthly visit of Amy to Lydia’s home for suggesting different ideas and style and coaching Lydia’s mother for her better communicationInclusion Support staffDebbie1.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.FundingCollaboration 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 endof 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 AchievementThe 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
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