Assessment 1: Identifying Needs

Demonstrate how you gain evidence relating to identifying children with additional needs.
1. Choose a child in your care who you feel has an additional need.
I will choose for Visually Impairment child to take care of and study upon his requirements.
2. Provide evidence of this need using a range of observation recording methods. Include the
childs age and background information, being sure to respect confidentiality.
NAME OF CHILD AGE OF CHILD PROBLEM OF CHILD PARENTS BACKGROUND PARAMETERS

POSITIVE ACTS

NEGATIVE ACTS

AREAS OF
IMPROVEMENT

Reaction of child at
the time of morning
when his parent drop
him at centre
Reaction of child at
the time of Afternoon
lunch
Reaction of child at
the time of playing /
other activities
Reaction of child at
the time of going
back to home.

3. Create a child profile by completing the questions that follow.

a) What existing records may be available to assists you in developing a child profile for this
child?
We have only the childs previous medical history and family history with us, out of which we
have to manage the child at day care centre.
b) What is the childs heath status?
The child is visually impaired. He has the problem of DISABILITY and PSYCHOSOCIAL
ISSUES.
c) What are the childs personal characteristics? Include cultural, linguistic and migration
experiences.
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The childs personal characteristics include the FAMILY SYSTEM, NEEDS & CIRCUMSTANCES.

d)

What are the childs need and abilities?

The child was gifted with SENSORY INTELLECT and he also possesses the quality of
GIFTEDNESS.
e) Who will you or have you discussed these needs with and why did you choose these people?
I will discuss the problems of child with the parents of child only. This is only because, I think
they are best people who know the child best and also there will be confidentiality of
information.
4. Provide the regular program of activities for your service for one morning of care. Develop this
if it is not in place already. Highlight the activities that the child may have difficulty in
participating.
NAME OF CHILD AGE OF CHILD PROBLEM OF CHILD PARENTS BACKGROUND PARAMETERS

POSITIVE ACTS

NEGATIVE ACTS

AREAS OF
IMPROVEMENT

Reaction of child at
the time of morning
when his parent drop
him at centre
Reaction of child at
the time of Afternoon
lunch
Reaction of child at
the time of playing /
other activities
Reaction of child at
the time of going
back to home.
The child is good at doing the work where he is master but as due to his permanent vision
impairment the child face certain problems such as:

He cannot participate in some games such as Race etc.

He cannot be able to locate certain places.

He cannot locate his food.

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Assessment 2: Inclusion Support

Research your relevant IPSP. You can try the following ideas:
Enter inclusion professional support program into a web search.
Go to the following web site for a list of agencies:
http://www.deewr.gov.au/EarlyChildhood/Programs/ChildCareforServices/SupportFamilyCCS/
Pages/InclusionsupportProgram.aspx
Contact Community Child care Association. Phone: 1800 177 017, Website www.cccvic.org.au
What are the contact details for the Inclusion and Professional Support Program (IPSP) most suited to
your service?
I got most of the information from
http://www.deewr.gov.au/EarlyChildhood/Programs/ChildCareforServices/SupportFamilyCCS/P
ages/InclusionsupportProgram.aspx this contact detail.
What types of support does the Indigenous Professional Support Unit (IPSU) provide?
The IPSU provide below mentioned supports:
Advice IPSU provides advice to Aboriginal & Torres Strait Services by building relationship
through regular service visits, newsletters, forums and conferences.
Support IPSU will also provide support to our services in way of face to face service visits,
regular newsletters, forums and conferences.
Training The training staff here at IPSU, uses the strengths-based approach to all aspects of
their delivery. This style assists to identify and improve the strengths of the workers in the
child care service. We prepare, develop and present workshops that are tailored to the needs
of each individual service. Our aim is to provide a high standard of professional development
taking such things into consideration as culture, language and time during the planning
process. In doing this, staff of the children service is able to gain the knowledge required to
provide high quality care to children.
Resources We offer a selection of informative reference materials, toys, puzzles, puppets on
a loan only basis. We also have quarterly newsletters and fact sheets that are sent out to our
services that full of information, updates and beautiful photo of our travels. Our website itself
is a resource which can be used to access this information and for linking in to other useful
sites.
Referrals IPSU can refer Aboriginal and Torres Strait Islander services onto other appropriate
and useful agencies available.
What is an Inclusion Support Subsidy (ISS) and how would you access this?
The ISS is paid to child care services to support the inclusion of a child or children with
ongoing high support needs.
The ISS is a contribution towards the costs associated with employing an additional child care
worker. In family day care and in home Care the ISS can also be used as a payment in
recognition of the impact on the carer of the additional care and attention required by children
with ongoing high support needs.
How to access inclusion support for the program:
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They recognise and build on the unique contributions of each child and family.
They use flexible programming approaches that are responsive to individual needs.
They build on the strengths of the child care community
They work in partnership with specialist service providers.
They adopt a team approach
They allocate time for reflection and planning
They demonstrate a high level of commitment, positive attitudes and pro-active focus.
They provide high quality child care.
What does a Professional Support Coordinator (PSC) do and how would you use this person?
Professional Support Coordinators are funded by the Australian Government under
the Inclusion and Professional Support Program (IPSP) to provide professional development and
support to education and care services to enhance the provision of quality services to children
and families.
They manage below mentioned:
Professional Development
Telephone service and support
Mentoring Service
Bicultural Support
What is the purpose of a Service Support Plan (SSP)?
In the Department of Education, Employment and Workplace Relations 2009-12,IPSP
Guidelines a new Service Support Plan (SSP) template has been included. The format of the
new template was developed in response to feedback from the child care sector and research
on the effectiveness of the SSP in building capacity across a range of services in urban and
rural areas.
How would you gain from the Inclusion and Professional Support Program (ISSP)?
The benefits from inclusion and Professional Support Program:
Mentoring/professional supervision
Networking and collaboration
Calendar or in-service training
Flexible training options/customized support and professional development
Online resource collections, including fact sheets, training information and useful links
Telephone advice and support
Resource materials.

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Assessment 3: Inclusion Plan

Create an inclusion plan that you think would suit your recording style and complete it in
relation to the child you profiled in Assessment 1.
Use one of the pro formas in this element or develop your own. Ensure your inclusion plan is
confidential yet contains the following information:

Childs detail
- Name
- Age
Date the plan commenced
Date of Review
Date the Plan achieved
Those involved in developing the plan e.g. IPSP services, respite care, financial
planner, speech therapist, psychologist, paediatrician.
Needs to be addressed
Relevant background/cultural information
Things the child does well
What you want to see happen
Objectives
Strategies How you will achieve the objectives
Resources you need
How you will involve and support the child
How you will involve and support the parents
Changes you need to make in the environment.

NAME OF CHILD AGE OF CHILD COORDINATOR STRATEGIES

DATE OF
PLAN
COMMENCED

DATE OF
PLAN
REVIEW

DATE OF
PLAN IS
ACHIEVED

Involved in plan:
Doctors
Parents
Coordinators
Brail - Teacher
Needs
Cultural Information
Things child do well
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RESOURCES
NEEDED

Support required
Changes required
1. How did you / would you ensure the parents of the child agree with your goals and
objectives?
The goals and Objectives designed for the child is beneficial for the child only. I would
discuss these goals with Parents of child and ensure them that, all the information
about the child will be kept secret but we want to for the betterment of child.
2. What strategies did you / would you use to gather information about the experience and
practices of the childs parents? This would include their knowledge of the child and the way
they manage situations currently.
I will gather information and experiences about the student from the family members
and parents of child. The strategy will be based on to collect more and more
information about the child. And for this, I will make child to do more and more acts
which can help me to understand the childs attitude.

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Assessment 4: Hypothetical
1. If a child was required to use a wheel chair, how would your service environment and
resources need to be adapted?
The child to whom I will take care is VISUALLY IMPAIRED child. So, I do not think that
child requires any Wheel Chair.
2. If a child had a total vision loss, how would your service environment and resources
need to be adopted?
I will make that, child to understand the brail language, and also to understand the
standard language, so that, the child can communicate his problems.
3. If a child was unable to speak English, how would your service environment and
resources need to be adapted?
If the child is unable to understand and speak English language then we will teach
him standard language and in this meanwhile, we will try to understand his thoughts
by his facial expressions.
4. Which of the above situations would require your service to delay the
commencement of care for the child:
Child using a wheel chair
Child with a total vision loss
Child unable to speak English
I think the Childs unable to speak English may be one of the reasons which can delay
the commencement of care for the child.
5. Choose one of the situations that would delay commencement of care and complete
the following questions. If a delay would not be required for any of these situations,
identify a situation that would cause a delay explain this situation and complete the
questions.
REASON

ESTIMATED
LENGTH OF
DELAY

WHY A
PARENT
WOULD FEEL
NEGATIVELY
ABOUT THIS
DELAY

Child not able to More than 2 3 The parent may

speak standard Weeks
feel
negative
language
because
child
cannot express
his
feelings
completely.

WHY A
PARENT
WOULD FEEL
POSITIVELY
ABOUT THIS
DELAY

HOW YOU
WOULD
SUPPORT THE
PARENT TO
FEEL POSITIVE

The
parents
should
feel
positive
because at least
child
can
express
his
feelings
with
other means.

I will support
parents so that
they can also
help us to make
the
child
to
understand
standard
language.

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Assessment 5: Research
Research the topic Planning for children with Additional Needs.
1. What resources did you find? Reference at least three of these appropriately.
https://docs.google.com/viewer?
a=v&q=cache:eerDMYG0UicJ:www.edu.gov.on.ca/eng/parents/specialneeds.pdf+
%22research+in+planning+for+children+with+additional+needs
%22&hl=en&gl=in&pid=bl&srcid=ADGEESieBukrV264kmjIh8aV7feM2iSg4Twwj_2cFBY
ZdKjPyVpXaG1AYekSup7eTZPh8VKj5engXB0h5P7PjJt9tQ4Uj_DFMw5b_pZQehUiZvYv
XCcA-zYBfudvoad8M_0-ay0jxPkb&sig=AHIEtbQl94TRpZ9tOfu0kP3qqEl4b53Sag,
15
Jan 2013, Effective Planning for children with Special needs.
2. From your research, explain three pieces of information that you found useful or inspiring.
I understood below mentioned information from the research:
Establish and maintain the links with Community parents
Encouraging the Parental Involvement.
Reviewing the entry to school process.
Research Autism
1. What are common characteristics of autism?
The common characteristics of Autism are below mentioned:
Very of little or no eye contact
Tends to get too close while talking
Difficulty to understand jokes
Seems unable to understand another feelings
2. If an autistic child with these characteristics was to commence care tomorrow due to
unexpected circumstances, what strategies would you be prepared to implement to
meet the needs of this child? Consider:
a) How would you support the child
I will support the child physically and mentally. I understand that child is mentally
very upset and having low morale. So, I will support child emotionally.
b) How you would support the parents?
The parents of AUTISM Child have low self-confidence. I will support those parents
from their emotional point and boost their morale.
c) How you would prepare the environment?
I will discuss these problems and solutions with parents and other consultants by
making the environment very informal.
d) Which specialists you would consult?
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I would like to consult any specialist who not only understand the physical problem of
child but also is a good psychiatrist.
e) What you would tell other educators.
I will inform other educators about the childs problems and his abilities.
f)

How you would support other educators?

I will support other educators with help of my own experience and knowledge about
AUTISM child.
5. What resources did you use to complete this task? Reference appropriately.
http://www.calgaryautism.com/characteristics.htm,
Academy

14

Jan

2013,

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Rocky

Point

Assessment 6: (Case Study) Strategy Development

Tessa has completed an orientation process into your service. She has been diagnosed as
having autism and you have met with her specialists and her parents a number of times. You
have also involved inclusion support programs to gain funding, education and support.
Some goals and objectives have been set for Tessa:
Goals (Long term):
For Tessa to use the toilet independently.
For Tessa to interact verbally with peers or educators.
Objectives (to be achieved in a short period of time):
For Tessa to come into the bathroom to wash hands and for educators to discuss
going to the toilet while in the bathroom.
For Tessa to speak one understandable word while in care.
In the first Week Tessa goes into the bathroom and looks around. She is interested in the
toilets and the toilet paper, watches the toilets flush and points to the toilet when other
children enter the room.
By Wednesday Tessa has started to use verbal language. When Tessa hears others speak
she repeats the last word spoken over and over until another word is heard. Tessa does not
look at the other children or educators.
1. What would you do next? Include any change to Tessas Objectives.
As, I understood from the case study that Tessa has soon started using the Verbal
language, so, in spite of keeping Verbal language into Goals, I will put that into
objectives.
A report is received from Tessas dietician. The dietician suggests that Tessa have some
additional foods added to her lunch and snack menu. She recommends that a small portion
of the new foods be added to Tessas regular foods to help her adapt to the changed menu.
2. What would you do next? Include any additions to Tessas goals and objectives.
I will include certain other Goals and Objectives to Tessas curriculum:

Goals Tessa should communicate properly with her peers

Objectives Adding new Menu in her field.

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Assessment 7: Communication
Explain what the following communication types are the answer the questions.
1. What is Compic?
A set of pictographs (computer drawn line drawings) developed in Australia as a
communication resource for people with language difficulties. COMPIC has 1670
pictographs which represent words, objects, activities and concepts. The pictographs
are accompanied by the relevant word or phrase. The pictographs provide a visual
representation of a word or concept for use in augmentative communication
programs. Other pictograph systems are also frequently used in Victoria, e.g. Picture
Communication Symbols (PCS) and Board maker.
2. Where would you be able to access Compic and when might you use it?
The Compic is a software program and the CD can be bought for this product and
used in Windows 98 & XP.
3. Provide one example of a Compic Pictograph?

The above mentioned clip is an example of

Compic.
4. What is Auslan?
Auslan is the sign language of the Australian deaf community. The term Auslan is
an acronym of "Australian sign language", coined by Trevor Johnston in the early 1980s,
although the language itself is much older. Auslan is related to British Sign Language (BSL);
the three have descended from the same parent language, and together comprise
the BANZSL language family. Auslan has also been influenced by Irish Sign Language (ISL)
and more recently has borrowed signs from American Sign Language (ASL).
5. If a new child came into your care using Auslan communication, what three useful words
would you learn? How do you sign these?
I will use the below mentioned communication:
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Sign Bank
Finger Spelling
Number Signs

6. What is Makaton?
Makaton is a language program designed to provide a means of communication to
individuals who cannot communicate efficiently by speaking.The Makaton language
programme has been effectively used with individuals who have cognitive
impairments, autism, Down's syndrome, specific language impairment, multisensory
impairment and acquired neurological disorders that have negatively affected the
ability to communicate.
7. What is Makaton different to Auslan?
Makaton is a method of key-word signing for people with intellectual disabilities,
autism and other aspects of limited communication. Makaton borrows the signs from
Auslan; it is not a language because it does not contain structure and grammar.
Auslan is a true language, recognized by the Australian Government in 1987 in the
Language policy. Auslan has its own structure and grammar with five linguistic
aspects of HOLME Handshape, Orientation, Location, Movement and Expression.
8. When is might you use Makaton?
Makaton is used mostly by adults and children with learning difficulties who need it
as their primary means of communication. However everyone around them will need
to learn to use it too, such as parents, teachers, friends and professionals.
9. Plan to introduce one of the above types of communication styles (Compic, Makaton or
Auslan) in an activity with any group of children. You might develop a game or activity that
uses these styles as part of its play, or you might choose to incorporate it in a discussion or
project about disabilities or communication.
COMMUNICATION STYLE EXPERIENCE
Childs or group identification :( Name or
symbol)

Age of child or group:

Name of Experience:
What is the value of this experience:
Materials required:

Presentation of materials: (describe,

sketch or attach a photo)

Strategies used to get children and educators involved:

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Describe the Experience:

Assessment 8: Information Exchange

1. What opportunities would be provided in your service for information exchange if a child
has a severe disability? Would your service:
Follow regular information exchange processes only
Develop a support and planning group
Request that some other service develop a support and planning group
Support that childs needs without information exchange
Other Explain
The child with severe disabilities suffers from various low morale stages, so they
need special care with special service.
We provide regular information exchange processes and support and planning for the
child. The child not only needs information exchange service but other morale
boosting acts.
2. Read through any policies and/or procedures of your service that explain what to do if you
suspect a child in your care has additional needs.
There are indications in the usual developmental progress that could suggest autism.
Wing describes two kinds of autistic infant, the placid, undemanding baby who rarely
cries and the reverse, i.e. the screaming baby who is difficult to pacify. She notes that
babies with autism may display other behaviours such as rocking, head banging and
scratching or tapping at covers when in the pram or cot. They may develop a
fascination for shiny or twinkling objects but have an apparent lack of interest in
people, animals or traffic for example, when out in the pram. All these signs can, of
course, be displayed by both ordinary children and children who have a learning
disability unconnected to autism, so caution is needed before interpreting them as
signs of autism.
3. List the steps you would take in order to have a support service assess this child.
The following steps can be used:
In addition to teacher consultation and developing an appropriate lesson plan
for your child, the learning assistance program is available to children
attending school who have learning difficulties of any kind.
For children with mobility issues it is important to discuss any necessary
adjustment that need to be made to the physical facilities of the school as soon
as possible.
Parents are encouraged to discuss any behavioural difficulties with their
childs teacher to ensure a consistent and effective approach to behaviour
management along with any therapy that will need to be undertaken to support
this.
4. What are some ways you might communicate clearly to a parent who:
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a) Uses a wheel chair

The child who uses wheel chair can easily communicate with any person simply by
speaking or by expression.
b) is unable to speak recognisable words but understands English
The child can communicate with others by using any other standard language or by
using expression language till he does not understand English.
c) Has a hearing impairment.
AUSLAN or sign language can be used to communicate with hearing impairment.
d) Has vision impairment.
55% of persons communication is non-verbal, i.e. most of our communication uses the
medium of vision.38% of communication is through the inflexion of the voice i.e. the tone
in which we speak.7% only of communication is accounted for in the actual words we
use.
e) Has an intellectual disability.
Communicative competence is a concept that has been discussed since many years in
communication research. Today communication is often described in terms of form,
content and use and the following questions should be asked when early intervention is
conducted:
Form how does the child express him/herself?
Content what does the child really say?
Use in what contexts does the child communicate and with whom?

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Assessment 9: Monitoring Strategies

What would you do in the following situations?
1. Objectives: - For the child to eat breakfast independently using a spoon.
Strategies: - Provide a spoon. Offer weetbix mixed with milk made to a thin consistency.
What Happened: - When the child used the spoon it tipped sideways and the weetbix mix just
ran off. The child could not eat any food and was very frustrated and hungry.
a) What would you do immediately?
Here in this case, it's really bad to see a hungry child getting frustrated for not able to have his
breakfast. We can actually go for any one of the below mentioned cases:

We can provide some other sort of breakfast at that moment, which child can have
easily without any problem. Such as, we can provide fruit juice or soup like liquid
breakfast, where child can simply use the sipping straw to have that and do not get
frustrated.
At that moment of time, a carer can help that child to have the breakfast by handling
the spoon.
b) What would your new objective be? For the child to.........................

The child is facing problem in having breakfast, then I can go for below mentioned:
First, I will observe for a week or two that, if child can be successful in handling the spoon and
having his breakfast perfectly well. If not, the problem with child seems genuine then the menu
for child can be changed a sort of, so that the child can handle that food.
Such as, the weetbix mixed in milk has to be served; in this case the powered weetbix can be
mixed in milk, which the child can sip with help of straw.
2. Objective: - For the child to sit and participate in a 3 minute small group experience.
Strategies: - Use a topic of the Child's interest. Make sure the child was familiar with the other
children in the small group.
What Happened: - After 30 seconds the child is still with the group but is laying on the floor
looking out of the window.
a) What would you do immediately?
In case of observing this kind of scene, then All of the sudden, I will change the topic and will
try to bring the attention of child towards me by talking on any interesting topic which will be
prior known to me.
b) What would your new objective be? For the child to..............................
The topic given for the discussion will be based on some General Knowledge matched with
Sports and books. In the long run, I will try to inculcate the habit of child to learn for more and
more G.K things.

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