Inclusive Practices: IPP/Resource Assignment

This assignment focuses on supporting inclusion within an early learning and care program. Students will work in groups to complete part B of the assignment, which involves creating a resource for parents and educators that supports the needs of a child identified in the IPP. The resource should be relevant, accessible, and culturally sensitive.

Inclusive Practices
IPP/RESOURCE ASSIGNMENT
NAMES: CLASS:
1. Read the Case Study. List the child’s Strengths and Needs in the columns below.
Identify at least two skills in each of the domain areas in the Strengths Column and two
Skills that the child needs to work on in each of the domain areas of the Needs Column. Ensure that these are
stated using appropriate language. You may cite skills from the
LLOKSEE Checklist, Developmental Primer (SECD), On Track Guide and directly from
Case Study, Provide a reference when using these sources
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STRENGTHS NEEDS
Social 1) She could easily interact with teachers
and two fellow children.
2) She used to initiate playing with her
fellow peer.
3) She used to actively participate in
creative activities.
1) She needs to learn on how to control
her voice or be polite while playing so
that her fellow peers are not distracted
2) She needs to learn to interact with
other children also except those 2
children with whom she interacts.
Emotional 1) She had an emotional bond towards her
community.
2) She had a strong emotional control on
her mind.
1) She should learn to develop an
emotional attachment with other peer
children.
2) She should learn to perform in the
dramatic activity playing any role.
Communication
Language &
Literacy
1) She had an age-appropriate receptive
language skill
2) She could try to form a sentence by
combining two words together
3) She can follow two-step directions
from her teachers and uses noun to
identify the object.
1) She needs to work on her articulation
skills.
2) She need to work on her sentence
formation as glida mix two words while
forming a sentence.
Cognition 1) She can easily match letters, colors and
shapes.
2) She is a very creative child, who loves
coloring, cutting and pasting.
1) She should learn to remember the
letters and shapes.
2) She should learn to be more creative
and use different ways to exhibit her
creativity.
Physical: Fine
Motor
1) She has excellent eye and hand
coordination and uses tripod grasp to hold
crayons and markers.
2) She was developing an ability to use
scissors.
3) She was able to focus on stenciling
task.
1) She must learn to handle any sharp
objects with care
2) She needs to maintain her focus while
doing a stenciling task, as she gets
distracted easily.
Physical: Gross
Motor
1) She is good in running and skipping
activities.
2) She could easily climb or slide on the
1) She needs to participate more in
physical activity as she spends most of
her time in creative room.
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Inclusive Practices
IPP/RESOURCE ASSIGNMENT
equipment with speed and agitation. 2) She should actively participate in the
drama activity her fellow peers.
List the child’s Interests in the box below.
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INTERESTS- Glida was interested in creative area such as coloring, cutting and pasting. She was also
interested in writing center, which included matching of letters, colors and shapes. She was also
interested in group creative movement and group songs.
Identify the Top Priority Long Term Goal and provide a Rational for your choice.
2. Put an X beside the Developmental Domain that is the Most Critical for the child to
develop (i.e. the domain for which a Long Term Goal should be developed). /1
Social ______Emotional
_____ Communication, Language & Literacy Gross Motor
4. Analyze the needs in the Domain you have chosen as the Top Priority. Based on your analysis, choose the
Need you believe is the Most Important one for the child to develop
or improve in, at this time.
The child needs to improve her tone of voice while playing with her fellow peers and should actively
participate in physical activities.
Write a Long Term Goal for the need you have chosen. The Long Term Goal must
be written appropriately. /1
Long Term Goal: The active participation of the child in physical activities with a controlled tone of voice
will help her to develop a better gross-motor coordination, which will be efficient to her in a long-term. The
child will learn to have a control on her voice so that fellow peers are not distracted and she can easily mingle
with them.
5. For the Long Term Goal stated in # 4, write 2 Short Term Objectives in the boxes marked # 1 and #2 in the
chart below. The two Short Term Objectives must
demonstrate a Scaffolding approach and must be written using the 4 components Identified in the text.
/5
6. Provide 1 Curriculum Idea for each Short Term Objective.
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Inclusive Practices
IPP/RESOURCE ASSIGNMENT
In the boxes provided describe how the curriculum will be set up and provide 1 verbal (name the strategy
and provide an example in quotes) and 1 behavioural strategy (complete with justification illustrating how
it supports the STO and LTG that can be used by the teacher for each curriculum idea. Curriculum must be
play based and must support
the achievement of that STO (& the LTG). /6
Short Term Objectives: Curriculum:
#1 To help the child in
pronouncing the sentence
properly.
Set-Up: school set-up
Verbal Strategy: Singing strategy. “By singing and rhyming the
words so that she can enjoy and be involved in the practice”
Behavioral Strategy: Effective communication is required with the
child so that she can easily mingle with other children and interact
with them. Glida was only interacting with two children and used
to label items by pointing. Hence, effective communication will
help her to be free and interactive with everyone.
#2 To help the child to maintain
focus and get distracted.
Set-Up: Environmental Set-up
Verbal Strategy: Music strategy. “Playing music while she is busy
in creative work, so that she can learn to focus on her work rather
than get distracted from the music”.
Behavioral Strategy: Music would be a good option to help glida
maintain her focus and not get distracted easily. The help of
teachers could achieve this, as they will help her to understand and
focus on her work by effective meditation therapy.
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Inclusive Practices
IPP/RESOURCE ASSIGNMENT
Marking Criteria For # 6: Short Term Objectives:
STO # 1 - 4 components are evident and appropriate /1.5
STO # 2 - 4 components are evident and appropriate /1.5
STO’s support the achievement of the LTG /1
Entry point for STO’s is appropriate /.5
Scaffolding is evident /.5
Marking Criteria For # 7: Curriculum:
STO # 1: Set-up of materials described & reflect child’s interests /.5
Appropriate verbal strategy identified & supports the LTG & STO /1
Appropriate behavioural strategy identified & supports the LTG & STO
/1
Supports inclusion /.5
Marking Criteria For #7 Curriculum:
STO # 2: Set-up of materials described &reflect child’s interests /.5
Appropriate verbal strategy identified & supports the LTG &STO /1
Appropriate behavioural strategy identified & supports the LTG & STO /1
Supports Inclusion /.5
/20%
PART A-20% DUE: WEEK 11
PART B-5% DUE: WEEK 12
PART C-5% (GALLERY WALK) DUE: WEEK 14
Students will continue to work with their group to complete part B of the assignment. All group
members will receive the same mark.
The purpose of this assignment is to demonstrate your understanding of how to support inclusion within
an early learning and care program.
The topic for your resource assignment will be selected by you and your partner from the options
below:
1) Describe and either create a new activity OR adapt an existing manipulative
material within a child care program
A) The Resource
 Demonstrate ways in which this activity or adaption will support the child
identified in the IPP to experience success. Be creative and consider the strengths
and needs that were identified in the IPP. Consider the principles of UDL and
inclusion
 The adaption needs to enhance, simplify, stabilize or tweak an activity and/or
equipment in the program
B) Written Description (accompanying the resource) (Week 12)
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Inclusive Practices
IPP/RESOURCE ASSIGNMENT
 A one page explanation of how this activity or manipulative material support the
child
Identified in the IPP. If adapting an existing material, include a photo with your
written
Explanation.
C) ‘Gallery Walk’ (Week 14): With your peers, you will be expected to describe and
demonstrate your activity/material.
OR
2) Create ONE resource for parents and educators that supports them in responding to the
needs of
the child in the IPP. (E.g. a brochure, a power point, a poster board, a Prezi or a video)
A} The Resource
 Include one book, journal article, website, OR community organization or group
suitable for
parents AND one suitable for educators. (NOTE: if using a journal article for educators,
it
must be a scholarly article) (Use APA Style of referencing)
 The resource needs to be relevant to the issues identified in the IPP
 The resource needs to be local and/or accessible via internet
 Consider varying cultural beliefs and values, consider Indigenous values, family
structures
B) Written Description (accompanying the resource) (Week 12)
 Explain HOW/WHY the resource identified in A) is useful for the parent, and for
educators. In
supporting the child in the IPP.
C) ‘Gallery Walk’ (Week 14): With your peers, you will be expected to present your groups’
resource.
Each Group Will Be Required To:
1. Complete one of the above options
2. Submit for Marking (in Week 12):
 The written portion of the assignment including and materials used for your presentation as
described
in option one or two. This description may be used as “talking notes” during the Gallery Walk
3. Design a brief presentation for your peers for the GALLERY WALK (In- Class – Week 14)
 Use the APA style of referencing- this must appear in your assignment including
your presentation
 Resources and/or references must be current (2010 and after)
 Be creative; brochures, poster boards power points, website, or any other visual
aids will be accepted
 If adapting a material be sure to consider durability and attractiveness
 Be prepared to present your groups’ resource during the ‘gallery walk’
MARKING CRITERIA: RESOURCE ASSIGNMENT
Option 1
 Resources/materials are well organized, professionally 0 1
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Inclusive Practices
IPP/RESOURCE ASSIGNMENT
presented with no spelling or grammatical errors
 Relevant Information (is well researched, accessible) 0 1
Resources or materials are culturally sensitive 0 1
 Resources/materials are relevant to the IPP 0 1
 Adaption is well constructed and durable 0 1
/5
Option 2
 APA Style of Referencing used 0 /5
 Resources/materials are professionally presented (typed, 0 /5
No spelling or grammatical errors)
Resources are up-to-date (after 2010)
 Includes 1 relevant, accessible resource with a parent 0 1
focus– a book; a journal article; a website; or a
community resource
 Why Parent resource is useful is clearly described 0 1
 Includes 1 relevant, accessible resource with an educator 0 1
Focus – a book; a scholarly journal article; a website; or a
Community resource
 Why Educator resource is useful is clearly described 0 1
/5
PRESENTATION (for both option 1 or 2) 5%
 A clear description of the resource is provided 0 1 2
 Clear description of why the resource is useful 0 1 2
 Presentation meets assignment requirement 0 1
/5
FINAL GRADE: /30
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