Checklist for Assignments

Course Code:
Educ15586
Assignment: Case
Study #2

1. I understand my professor’s expectations for this assignment. In

particular, I understand his/her specifications regarding collaborating
with other students.

2. I completed this assignment independently. It was not written by another

person, nor did I use another student’s work.

3. I used the documentation style recommended by my professor

consistently throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’

words by including quotation marks around the quoted material and I have
provided full and accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own
words and I have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations,

charts, diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes,
outlines and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this

assignment, for any other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions,
I made all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware

of the consequences of breaching this policy.

13. I understand that I am required to submit my work to Turn It In to check

 for originality. This process also allows me to review my initial work and
correct any identified issues prior to submitting my work for evaluation.

Student Name: Caleb Espinosa-Lozano Date: Oct. 17, 2019

Signature: Caleb E. Espinosa

Case Study #2: Ajay

Main challenges:
 Type 1 Diabetes
 Poor eyesight
About:
 10 years of age
 Can conduct glucometer tests and insulin injections independently twice
a day

Support Plan:
The fact that Ajay is capable of monitoring his glucose levels and applying his

insulin doses independently is a great asset. In light of this, one way an

educational assistant and school boards can support him is by simply ensuring

he has easy access to these and other ‘kit’ components, as well as dedicated

time to conduct these procedures various times during school hours. This is

crucial, as Ajay’s body is just unable to moderate blood glucose levels on its

own, and is susceptible to face drastic fluctuations during long school hours.

Ajay may also require eating windows outside of the school’s designated

nutrition times. Further, instructors should be ready to allot accommodation in

his school work and activities (especially tests and major projects) in the event

of blood sugar drops and subsequent treatment and recuperation time. Lastly,

concerning Ajay’s eyesight, ensuring he has access to adequate examination

and care from an optometrist would be beneficial to determine measures to

improve and assist him at school, glasses being a probable solution.

The educational assistant is particularly responsible for being versed in the

nature of Type 1 Diabetes, the related signs of hyper- and hypoglycemia, and

appropriate responses to emergency situations. The assistant should also

know of Ajay’s Individual Care Plan, as well as work in conjunction with the

support team appointed to help Ajay at school and also with his parents.

School staff should ensure bathrooms and other facilities are easily accessible

to Ajay and also be respectful of his needs for privacy. Steady monitoring for

glucometer tests’ completion is also helpful, in addition to ensuring supply staff

are well-informed and able to attend to Ajay efficiently.

References:

1. https://www.diabetesatschool.ca/tools/support

2. https://www.caringforkids.cps.ca/handouts/children-and-youth-with-type-

1-diabetes-in-school