Yong hong chen (adele's case presentation)

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  • “Shaken baby syndrome”http://www.ehow.com/about_5407932_signs-shaken-baby-syndrome.html.When Adele was 15 months old her babysitter got angry crying and shook her, that’s why he got shaken baby syndrome
  • From Adele’s case, even the case study did not mention she has the vision’s problem, but the baby shaken syndrome will accompany with low vision possibility. According to my research from this website http://www.nlm.nih.gov/medlineplus/ency/article/000004.htm
  • Additional information from connectABILITY website: Source: “Acquired Brain Injury.”Retrieved from http://connectability.ca/2011/04/15/acquired-brain-injury/-The effects of ABI doesn’t indicate speech delays & difficulty in performing motor skills, but may cause cognitive delays (understanding, planning and organizing).May occur in 2 ways:Closed Brain injuries – no breaking of the skull. It may involve violent movement (backward or forward) or shaking of the brain. This may include the Shaken Baby Syndrome which Adele has.Open head injuries – there’s a breaking of the skullPhoto courtesy of:https://www.headway.org.uk/Other-forms-of-acquired-brain-injury.aspx
  • Adele, at the age of 15 months, has experienced being a victim of “Shaken Baby Syndrome”25% of the diagnosed children die, while 80% suffer from lifelong brain damage or effectBibliography:Kernested, B. & Pimento, D.(2010).Healthy Foundations in Early Childhood Settings (4th ed.). United States of America: Nelson Education Ltd.http://www.childinjurylaws.com/brain-injury-tbi/caregivers-must-be-on-the-lookout-for-signs-of-shaken-baby-syndrome/Photo courtesy of:http://www.childinjurylaws.com/brain-injury-tbi/caregivers-must-be-on-the-lookout-for-signs-of-shaken-baby-syndrome/
  • Due to the Baby Shaken Syndrome, Adele is showing signs of having Cerebral Palsy (Difficulty with motor skills).Cerebral Palsy as defined in the “Learning Together – Fact Sheet.”Description of Cerebral Palsy (from): The Nemours Foundation. (2013). “Cerebral Palsy.” Retrieved fromhttp://kidshealth.org/parent/medical/brain/cerebral_palsy.html
  • * Modifications in the learning process for children with special needs : - “Building Blocks” model, developed by Sandall and Schwarts 1. Provide a developmentally appropriate program 2. Modify the curriculum through altering the schedule, environment, or materials; simplifying activities; providing special equipment or materials; or providing additional peer or adult support. 3. Embed opportunities to meet the child’s goals within ongoing activities and experiences. 4. Provide child-focused strategies such as set-aside time to work individually with the child. (Sandall, S. R. & Schwartz, I. S. (2002).“Building Blocks for Teaching Preschoolers with Special Needs.”East Peoria, IL: Paul H. Brookes Publishing Company).Photo courtesy of:http://renownscribbles.org/kids-and-head-injuries/
  • Classroom setup tips: “Classroom Layout Tips.”(2013) Retrieved from http://connectability.ca/2010/10/29/classroom-layout-tips/
  • Notes: The strategies I apply for the larger group of children:I want children to help some children with special needs so that they can know more about the special need (i.e.. Cerebral Palsy, brain injuries, etc..) I want to let them realize that people with special needs just have some difficulties in some aspects, but they still have the same opportunities to experience similar activities as everyone else. And give more information about the institutions or agencies that helps children with speech delays. I want to gather the children together to discuss the issues of how they are going to face and help the children with special needs. This will promote children moral development, perspective taking, and feel sympathetic towards children who have special needs. Story telling can help children think in depth on the strategies to help children with special needs
  • Baxter, J. & Shimoni R. (2012). Working with Families (5th ed.). Toronto: Pearson Canada Inc.Photo Courtesy of:http://www.authorsden.com/visit/viewPoetry.asp?id=213048
  • Grassroots type of organization – involves common people, running the organizationImage courtesy of:Link: http://www.bist.ca/toronto-community-resources-children-and-youthhttp://www.bist.ca/http://www.google.com/imgres?q=Brain+injury+society+of+toronto&hl=zh-CN&tbm=isch&tbnid=Vwz8uwDn0s94nM:&imgrefurl=http://www.devrylaw.ca/about/dsfs-community-involvement/&docid=qYTrwczdB5WIDM&imgurl=http://www.devrylaw.ca/wp-content/uploads/2009/04/BIST-logo.gif&w=235&h=65&ei=HBM4UbORIMGp2gXryoCQCw&zoom=1&iact=hc&vpx=565&vpy=229&dur=249&hovh=52&hovw=188&tx=63&ty=41&page=1&tbnh=52&tbnw=188&start=0&ndsp=22&ved=1t:429,r:4,s:0,i:98&biw=1280&bih=649
  • Image courtesy of:http://www.google.com/imgres?q=OFCP&hl=zh-CN&sa=X&biw=1280&bih=649&tbm=isch&tbnid=z-7GEY97TuzJaM:&imgrefurl=http://www.blissymbolics.ca/friends_of_bliss_2010.html&docid=Uak_Kn3jpju0WM&imgurl=http://www.blissymbolics.ca/pics/ofcp_logo.jpg&w=138&h=59&ei=kBI4UYPcJ4rC2QWRz4HQBA&zoom=1&iact=rc&dur=94&page=1&tbnh=51&tbnw=119&start=0&ndsp=22&ved=1t:429,r:1,s:0,i:83&tx=53&ty=18http://www.ofcp.ca/osid/services.php?view=find&&tag=Child%20Care%20Services&&id=0190)OFCP isa non-profit charitable organization that supports people with cerebral palsy in Ontario.who may provide therapies for their children that may help them to provide equipments and/or materials that will foster to the needs of the child.
  • From this course, I was provided the opportunity to learn more about children with different special needs. These needs were caused by many factors. Children with special needs may display disorders in the field of physical, social, cognitive, communicative, emotional or behavioral development.From the case study, I needed to carefully identify what the reasons were that caused Adele to have these symptoms. What is her family background? What things I can do for them? A series of questions aroused me to think seriously about them. I should be understandable and use respectful language to introduce to the family but also respect their family values and culture. I need to consider Adele’s specific situation and provide her some age appropriate strategies, such as, some curriculum for brain injuries and cerebral palsy. (Children with those include difficulty with fine motor tasks, such as writing or using scissors, difficulty maintaining balance or walking and impairment of sight, hearing, speech). http://connectability.ca/2011/10/04/cerebral-palsy/ .As an Early Childhood Educator, ECEs makes a special contribution to equity. Equity for children with disabilities is an important social justice issue. As the course description mentioned: “Inclusion of children with special needs with typically developing children in a childcare program is an enriching experience for everyone, including the children’s, families, caregivers and the community.” From this assignment, it makes me realize that the role of the teacher should be to clearly identify the needs of individual children and their families in overall aspects. By linking back the course we are learning now, working with family, child abuse and advocacy, we should reflect on these courses we had learned and provide the utmost quality childcare.I found there are many challenges when I was doing this assignment. Some information about the assignment is very detailed, I have to brainstorm and put them to power-point slides. If the points are too simple, it might be confusing to the family. Understandable and respectful language should always be used. The class setting for children with special needs, was also a big challenge for me. It was hard for me to find a classroom setting that is specific for “acquired brain injury” and also delivers these strategies within the larger group of children, we may, through many way to do that, like, storytelling. Put 4-5 children in a group to discuss the case, and they will help children with special needs.  I have learned that according to some, that disorders have been an Acquired Injury. It is necessary to find a suitable setting for children with special needs and this setting should match the child’s need and assist them to develop their skills at variety of levels.
  • www.ehow.com/about_5407932_signs-shaken-baby-syndrome.html.(http://www.nlm.nih.gov/medlineplus/ency/article/000004.htm)connectAbility.cahttp://www.childinjurylaws.com/brain-injury-tbi/caregivers-must-be-on-the-lookout-for-signs-of-shaken-baby-syndrome/http://kidshealth.org/parent/medical/brain/cerebral_palsy.htmlhttp://renownscribbles.org/kids-and-head-injuries/http://www.authorsden.com/visit/viewPoetry.asp?id=213048Link: http://www.bist.ca/toronto-community-resources-children-and-youthhttp://www.bist.ca/http://www.ofcp.ca/osid/services.php?view=find&&tag=Child%20Care%20Services&&id=0190)http://www.ofcp.ca/Inclusion Of Children with Special Needs(Course Outline)Kernested, B. & Pimento, D.(2010).Healthy Foundations in Early Childhood Settings (4th ed.). United States of America: Nelson Education Ltd.(Sandall, S. R. & Schwartz, I. S. (2002).“Building Blocks for Teaching Preschoolers with Special Needs.”East Peoria, IL: Paul H. Brookes Publishing Company).
  • Yong hong chen (adele's case presentation)

    1. 1. RESPONSE TO THE INDIVIDUALNEEDS OF A CHILD AND HIS/HERFAMILYAdele’s Story – Acquired Brain InjurySubmitted by: Yong Hong Chen
    2. 2. INTRODUCTION Adele has acquired brain injury (closed brain injury) Difficult with fine &gross motor skill Speech and cognitive delays Adele’s mom suffered from alcohol and drug abuse, and undergone a rehabilitation process. Adele’s mom is now a full-time student.
    3. 3. FAMILY’S NEEDS Adele’s Needs:  Quality Childcare who will foster for the following:  Difficulty in motor skills (gross and fine)  Cognitive delays  Speech Therapist  Speech delay  Eye-doctor  Low vision (http://www.nlm.nih.gov/medlineplus/ency/article/000004.htm) Mother’s Needs:  Quality Childcare for Adele, since Adele’s mom is a full-time student  Support for lone parents and for parents with children with special needs
    4. 4. ACQUIRED BRAIN INJURY Defined by connectAbility.ca as a “non- degenerative injury to the brain that has occurred since birth (2013).” It may occur in two ways:  Closed Brain Injury – The skull is not broken  Open Head Injuries – There’s penetration to the skull which may cause for it to be broken.
    5. 5. SHAKEN BABY SYNDROME Occurs when a parent or caregiver violently shakes an infant, due to unwanted behavior (ex. Chronic crying). Usually, there are no physical indicators that were caused by the action Effects: lifelong neurological damage (blindness, cerebral palsy, learning disabilities, behavioral problems).
    6. 6. CEREBRAL PARSLY A term used to describe a wide range of long- lasting disorders that may weaken one’s control of his/her movements. It is caused by brain damage that can be acquired by the child during his or her birth, infancy or early years. Affects muscle tone, movement and motor skills.
    7. 7. MEETING THE NEEDS OF THE CHILD  “Building Blocks” model: 1. Program should be developmentally appropriate 2. Modification of the curriculum in terms of the schedule, environment, materials , activities and level of support. 3. Insert learning opportunities within activities (ex. Practice or develop a skill). 4. Provide an individual activity for the child, together with small group/large group.
    8. 8. MEETING THE NEEDS OF THE CHILD-Fine motor& Gross motor use crayon to draw(Hands on teaching),provide play-doh, make cutting with blunt scissor-providing large play-mat for crawling, throwing/ ,kicking & tossing a ball or soft toys, roll over the body, Pushing a wagon.-Language improvementSimple Sign Language, read a book and sing, finger guide, talk through the day, music
    9. 9. MEETING THE NEEDS OF THE CHILD The teacher should acknowledge the needs of the child in order to:  Manage his/her expectations of the child  Create experiences that will foster to the needs of the child  Link the parent to agencies and services that may support the needs of the child  Reading a book about children with special need within the larger group of children.
    10. 10. SUPPORTING THE FAMILY Adele’s mom as a lone parent  As an ECE we should acknowledge the stressors of lone parenting; provide support by recommending agencies within the community. Adele’s mom as a parent of a child with special needs  As an ECE we should help her recognize Adele’s special needs; provide support through sharing and interpreting information, respecting family’s needs, and sharing coping strategies.
    11. 11. AGENCIES Brain Injury Society of Toronto (BIST)  BIST is grassroots type of organization  Supports children and families through  Educating the child with brain injury (Personal Development Workshops).  Educating families about brain injuries, for better understanding and support for their family members.  Linking families and children to child care (ex.Rehabilitation)  Link: http://www.bist.ca/toronto-community-resources- children-and-youth  Phone Number: (416) 830-1485  Address: 40 Orchard View Blvd, Suite 252 Toronto, ON (M4R 1B9)  Link: http://www.bist.ca/
    12. 12. AGENCIES Ontario Federation for Cerebral Palsy(A non-profit charitable organization )  They support through:  Educating parents/caregivers/educators about cerebral palsy  Link families to institutions  Link families to financial resources  providing appropriate education for their children  Providing a list of child care services (Link: http://www.ofcp.ca/osid/services.php?view=find&&tag=Child%20Care% 20Services&&id=0190)  Phone number: (416) 244-9686  Address: 104 – 1630 Lawrence Ave. West Toronto, ON (M6L 1C5) Canada.  Link: http://www.ofcp.ca/
    13. 13. SELFREFLECTION
    14. 14. BIBLIOGRAPHY

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