Diploma of Early Childhood Education and Care: Disability Report

This report, prepared for a Diploma of Early Childhood Education and Care, addresses the critical aspects of caring for children with disabilities. It explores the identification of additional needs, the importance of inclusive practices, and relevant legislation such as the Australian Human Rights Commission Act and the Disability Discrimination Act. The report delves into scenarios involving children with disabilities, detailing the information needed for quality care, sources of information, and the creation of individualized care plans. It emphasizes the significance of parental permission, collaboration with other professionals, and adapting the learning environment to meet diverse needs. The report also covers methods to support other children and partners within the care center, offering strategies for responding to discomfort and providing professional advice. Furthermore, it highlights the importance of regular communication with parents, observation techniques, and amending care plans based on progress and feedback. The report concludes with a bibliography of cited sources.

Running head: DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
Diploma of early childhood education and care
Name of Student
Name of University
Author Note

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DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
Table of Contents
Questions....................................................................................................................................2
1. Example of additional need required for working with children.......................................2
2. Appropriate member involved in a team............................................................................2
3. Involvement of the adaptation............................................................................................2
4. Legislations for protecting rights of disabled people.........................................................2
5. Impact of culture.................................................................................................................3
6. Benefits of inclusive practises............................................................................................3
7. Methods of meeting the needs of the children....................................................................3
8. Greenwood standards, policies and provisions required for children provision................3
Scenarios/Discussions................................................................................................................4
1. Information needed to ensure quality care for Ayesha.......................................................4
2. Source of information.........................................................................................................4
3. Legislations related to care.................................................................................................4
4. Response to the condition of Ayesha.................................................................................4
5. Creating a care plan for Ayesha along with responsible person........................................5
6. Monitoring and reviewing the plan....................................................................................5
7. Involved person in the feedback cycle...............................................................................5
Task-1.........................................................................................................................................5
1. Importance of gaining parental permission........................................................................5
2. Other people to be contacted for information of the child.................................................6

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3. Identifying additional needs of the child............................................................................6
4. Observation methods to be included..................................................................................6
5. Adaption of the centre to include the child........................................................................6
6. Ways to involve and consult other partners.......................................................................6
7. Summarising strategies for including the child..................................................................7
8. Explaining use of parental goals for development.............................................................7
Task-2.........................................................................................................................................7
1. Methods to support other children in the centre.................................................................7
2. Methods to support other partners in the centre.................................................................7
3. Responding to statement of discomfort..............................................................................8
4. Describing areas of professional advice.............................................................................8
5. Importance to adapt strategies designed by specialists......................................................8
6. Method of regular communication with parents................................................................8
7. Method of communicating with people involved in the work...........................................8
8. Creating an observation and amending strategies..............................................................9
9. Identifying reasons to amend plan......................................................................................9
Bibliography.............................................................................................................................10

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Questions
1. Example of additional need required for working with children
Children suffering from any form disability need to be encouraged so that they do not
feel frustrated with life. In addition to continuous monitoring and encouragement of the
children, it is required that a good relationship is maintained with the children (Baldwin
2015). This provides the children with a sense of care and the security.
2. Appropriate member involved in a team
Bell et al. (2015) stated that the most appropriate person to be involved in a team is a
psychologist. This is because a psychologist can perform counselling sessions in their manner
so that the children with additional needs can remain focused on their activities and not worry
about their differences with other children.
3. Involvement of the adaptation
The adaptation of the service involved while working with a child with special needs
is that one needs to be patient with them. The services provided have to be such that it can it
provides a sense of calming influence within the child. Hence, a proper counselling service
can be effective for the child (Taylor et al. 2014).
4. Legislations for protecting rights of disabled people
The future of the children with a disability needs to be taken into consideration at all time.
Hence, the Australian Human Rights Commission Act 1986 can protect children with
disability. Apart from this Disability Discrimination Act 1992 is another legislation that
protects the rights of the disabled children (Havnes and Mogstad 2015).

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5. Impact of culture
Most of the times it is seen that children in the care units belong to the different
culture. The impact of such diversity in culture is negligible, as the children want a
companion to play with. Hence, differences in culture do not cause a hindrance to the lives of
these children (Lamb 2014). The care people cannot discriminate among cultures as it is
against the law of medical treatment.
6. Benefits of inclusive practices
Buckingham et al. (2016) stated that inclusive practice could be beneficial to the
children as well as the care centre. For the children, the benefits include improved chances of
learning by interacting with children of similar ages. For the care centre, the benefits include
the acceptance of differences among the children. Thus, these benefits help in the adoption of
this technique.
7. Methods of meeting the needs of the children
The needs of the children are met by providing the children with the necessary things
at an appropriate manner. According to Wingate (2015), the programme set for the children
can allow them with an opportunity to gain the required needs as per their capability. These
children can be developed from an early age in this unique manner.
8. Greenwood standards, policies and provisions required for children provision
The Greenwood standards, policies and provisions for the special children are similar
to the standards set in the Disability Discrimination Act. The children need to be kept in a
safe and happy environment and a partnership needs to be maintained between the institution
and family members of the children (Chap and Heeney 2017).

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Scenarios/Discussions
1. Information needed to ensure quality care for Ayesha
The information needed in order to help Ayesha get a proper care includes
understanding the cause of the physical disability. The next step is to analyse the impact such
disability can cause if not treated properly. Keeping this mind, care can be taken in order to
help Ayesha lead a normal life like the other children.
2. Source of information
This information can be obtained from the parents of the child. Apart from this, the
information can be gathered by visiting the hospitals in which Ayesha had been admitted.
Although the patient confidentiality exists, the information to the care centres can be
provided for a better treatment of the patient. Thus, the information gathered can be
beneficial for curing Ayesha.
3. Legislations related to care
The childcare centre needs to ensure that the National Quality Framework is followed
in order to safeguard the cure of the children. According to Tracy and McDonald (2015), the
National Quality Framework extends support to families that consist of a disabled member
and provides opportunities for best treatment. The ACT Childcare Services Standard can be
followed in order to ensure that every protocol is maintained during the stay of the children at
the care centre.
4. Response to the condition of Ayesha
The thought of the staff member will be acknowledged as it is suggested that Ayesha
has been suffering the disability since childhood. Hence, getting her back to full health can be
tough work. Moreover, it may be hard to get her to interact with other children as most of the

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times she had been lonely at hospitals. Hence, Ayesha needs to be given special care for her
condition.
5. Creating a care plan for Ayesha along with responsible person
The plan for Ayesha needs to involve enough encouragement, as she needs to interact
with children of similar age. She needs to be provided with opportunities so that the disability
factor does not hinder her psychological state of mind. The nurse in charge of Ayesha’s care
needs to be responsible to ensure that the child is treated properly.
6. Monitoring and reviewing the plan
The plan can be monitored on a weekly basis by checking her progress. Similarly, the
reviewing of the plan also needs to be done weekly so that changes can be made owing to the
progress made by the child.
7. Involved person in the feedback cycle
The feedback cycle should involve the mother of Ayesha, her doctor and the person
responsible for looking after Ayesha in the centre. Feedback from them can be encouraged
for further improvement of the plan.
Task-1
1. Importance of gaining parental permission
Parental information is required as per the policies of health care institution related to
privacy of patients. Moreover, families of some children may not want to establish good
relations with disabled children (Glendinning 2015). Hence, permission is needed and it can
be obtained by asking the parents directly or by filling out a no-objection form.

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2. Other people to be contacted for information of the child
In the case of Sean, contact can be made with the teacher from his school. He is also a
member of a library so information can be gathered from the librarian in order to understand
the nature of Sean. Such information can help in the proper cure of Sean and provide him
with the encouragement of continuing the things he loves.
3. Identifying additional needs of the child
The additional needs of the child apart from the encouragement from family members
include the ability to have a proper vision. In the case of Sean, it is seen that he likes to be a
leader among the children. This skill needs to be developed so that he can build a career as a
leader in the future.
4. Observation methods to be included
One of the most important inclusion plans that can be introduced in the case of Sean is
the fact that he can be encouraged to take part in social activities. It is seen that Sean does not
participate in field activities but loves to provide direction to children. This needs to be
changed so that Sean can enjoy with other children as well.
5. Adaption of the centre to include the child
In order to Sean, the changes that are to be made in the centre is the introduction of an
eye-check up. This is mainly because the disability of Sean is visible impairment. Hence, the
adaption of this service may require some time and consequently affect the growth of Sean in
a prompt manner.
6. Ways to involve and consult other partners
Partners are required in order to ensure that right decision are made while curing such
children (Kelly, Dowling and Winter 2017). In the case of Sean, the partners need to be

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involved by providing with the evidence of the condition of Sean. This can be done in terms
of the report about his health and the progress he made in the centre.
7. Summarising strategies for including the child
In order to include the child, the strategies used include providing audio and visual
clips to Sean so that he can read about his favourite things. This can be a step forward for his
cure as Sean can see some form of light. The reaction provided by Sean by the seeing the
visual lights can provide evidence for his progress.
8. Explaining use of parental goals for development
The plan was developed using the goals and experiences of the parents. This was used
by gaining the confidence of the parents and making them believe that the goals they have for
Sean can be achieved. Discussions were done regarding the cure of Sean.
Task-2
1. Methods to support other children in the centre
The other children in the centre can be encouraged to by informing them about a new
friend. However, it is seen that most of the children behave rudely with Sean. For this proper
disciplinary action such as explaining, the reason behind being friends with Sean is important
needs to be discussed.
2. Methods to support other partners in the centre
The partners in the centre may disagree with the inclusive practice in the centre.
Hence, it is necessary to educate them about the condition of Sean by providing medical
reports to them. This can provide support as an opportunity can be presented for learning.

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3. Responding to statement of discomfort
The person will need to be optimistic about the development of changes for Sean. The
response will include asking the person to be patient and providing Sean with the required
support that is needed for his acceptance. The person attending to the health and behaviour of
Sean can be asked to spend more time with him so that Sean learn the ways of the centre
quickly and interact with other children.
4. Describing areas of professional advice
The professional advice is required in the area of curing the vision of Sean. The things
that need to be done for curing the vision and the time limit of the exposure to the videos
need to be specified by the professional. The requirements of glasses need to be provided by
the professionals.
5. Importance to adapt strategies designed by specialists
The specialist people remain aware of the situations and the responses that are
required for each situation. O'connor et al. (2016) stated that the experience of the specialists
could help in the quick cure of the children. Thus, it is always necessary to take advice from
the specialists in every matter that raises doubts.
6. Method of regular communication with parents
The parents can be called upon or the progress report every week can be provided to
them. This can help the parents to know about their child and provide feedback about ways to
improve the plan designed for him. Furthermore, in the modern world, video calling can be
organised between Sean and his parents.
7. Method of communicating with people involved in the work
The communication with the people involved at work can be maintained by the
exchange of emails consisting of the progress of the children (Bennett, Mander and Richards

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DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARE
2016). This can help in gaining immediate feedback and every caring person involved at the
centre can remain updated about the condition of Sean. This can reduce the chances of any
mistreatment.
8. Creating an observation and amending strategies
The strategy applied to Sean includes the opportunity to practise social skills in the
real world. However, the practice failed due to Sean's excessive communication with others
that provoked the other children to be rude to him. Hence, the amending strategy required for
this includes an opportunity to build a relationship with the caring adults before building a
relationship with the children.
9. Identifying reasons to amend plan
The reasons for amending the plan include improper discipline provided to the other
children. Apart from this excessive haste in the progress of Sean is another reason along with
the lack of clarity of the consequences.

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Bibliography
Baldwin, S., 2015. The costs of caring: Families with disabled children (Vol. 4). Routledge.
Bell, A.C., Davies, L., Finch, M., Wolfenden, L., Francis, J.L., Sutherland, R. and Wiggers,
J., 2015. An implementation intervention to encourage healthy eating in centre-based child-
care services: impact of the Good for Kids Good for Life programme. Public health
nutrition, 18(9), pp.1610-1619.
Bennett, K., Mander, S. and Richards, L., 2016. 5 Inclusive practice for families. Inclusive
Education: Perspectives on Pedagogy, Policy and Practice, p.48.
Boggis, A., 2016. 22 Supporting inclusive practice in the Early Years. The Early Years
Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and
Levels 4 and 5, p.343.
Brown, Z. and Palaiologou, I., 2016. 6 Inclusive practice in early childhood care. Inclusive
Education: Perspectives on Pedagogy, Policy and Practice, p.65.
Buckingham, S.A., Taylor, R.S., Jolly, K., Zawada, A., Dean, S.G., Cowie, A., Norton, R.J.
and Dalal, H.M., 2016. Home-based versus centre-based cardiac rehabilitation: abridged
Cochrane systematic review and meta-analysis. Open heart, 3(2), p.e000463.
Chap, I. and Heeney, J., 2017. Research Involving Parents of Disabled Children, Young
people and Adult Children. The Palgrave Handbook of Disabled Children’s Childhood
Studies, p.229.
Deland, E., Gordon, J.E. and Kelly, R.E., 2018. Let’s talk about improving communication in
healthcare. Columbia Medical Review, 1(1).