Meeting the needs of children and families1


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Meeting the needs of children and families1

  1. 1. MEETING THE NEEDS OF CHILDREN AND FAMILIES By: Nafezia Mohamed ECEP 233, Section 063 Teacher: Lisa McCaie Case Study: Najia Centennial College
  2. 2. NEEDS OF THE CHILD Najia is not babbling at age 11 months. This can affect her social and emotional development and also her cognitive development. Najia is not pointing to objects in the daycare center/room. This can affect her physical development and also her cognitive development.
  3. 3. NEEDS OF THE FAMILY The mother of Najia appears stressed with three other children in the same center as Najia.
  5. 5. NAJIA‟S SPECIAL NEED It appears that Najia has Atypical development because we know that at 11 months old Najia is not babbling According to Ages and Stages, infants begins to “babbles or coos” (p.1) at age four months old. Therefore, at age 11 months old Najia should be responding by babbling.
  6. 6.  Additionally, at 11 months old Najia does not point to objects in the childcare centre. According to Ages and Stages, at around four to eight months a typical infant can “ grasps rattle or finger, follows a moving object or person with eyes, transfers objects from one hand to the other, uses finger and thumb to pick up an object” (p. 1-2).
  7. 7.  This shows that Najia should be able to point to an object in the room by 11 months because by 4-8 months a typical infant is able to use their gross and fine motor skills to grasp and pick up an object.
  8. 8.  However according to Logsdon(2013), a toddler should be pointing to objects from the ages of infancy to 18 months. Therefore, we can see a clear atypical development in Najia because she is not pointing to objects.
  9. 9.  Parents at this stage of their child‟s development should be concerned if their child “does not babble or make buzzing, bubbly noises with lips [and] does not make common gestures such as pointing toward a wanted object, waving bye or in greeting” (Logsdon, 2013).
  10. 10.  According to Logsdon (2013) author of What does developmental delayed mean, “Delays in development differ from other types of learning disabilities in that they may improve with intervention and may eventually disappear” Therefore, Najia‟s mother and the childcare centre should be aware of early signs and do observations to see if the atypical development get better.
  11. 11.  Najia‟s atypical development can also improve with time and with intervention.
  12. 12. WHAT IS ATYPICAL DEVELOPMENT? According to the National Center for Learning Disabilities (2000), atypical development means “some children exhibit behaviors that fall outside of the normal, or expected, range of development. These behaviors emerge in a way or at a pace that is different from their peers”.
  13. 13. What is developmental Delay? What is developmental Delay? What is developmental Delay er_embedded .Although I am not suppose to make any assumptions aboutNajia, I do know that developmental delays can coincide withatypical development and it is very important that we areaware of signs of developmental delays and milestones andseek help as soon as possible.
  14. 14. Modifications to thephysical environment
  15. 15. MODIFICATIONS TO ENVIRONMENT Labelling system (Providing large lettering to label objects. The objects should be large so that Najia can easily see them and it should also be bright colors).
  16. 16.  Flexibility in routines, schedules and activities ( Providing routines that are flexible to Najia‟s ability, because Najia does not babble spending more time encouraging her to respond. Also allowing more time with activities. Providing Pictorial schedules so Najia can be encouraged to point to where in the schedules we are).
  17. 17.  Stability and predictions (  We also needs to We need to provide a accommodate Najia by stable and consistent allowing extra time so she is schedules for Najia, so able to use her gross motor skills and language skills. that she is able to respond to the schedule by babbling, this is at childcare and at home. We also need to have repetition for Najia to be able to use her gross motor skills to try to point to things because she knows whats coming up).
  18. 18.  Stimulation and Novelty (Providing Najia with toys and equipments that would help support her language, gross motor skills and cognitive skills. Additionally, we need to make observations at all times to see if Najia is babbling and if she is pointing to any object at childcare and at home. This needs to be recorded so we know what may have trigger it).
  19. 19.  Involvement of typical children (Providing cooperative play for Najia so that she is able to participate in activities with other children. Also having social activities in which Najia can interact with typical children).
  20. 20.  Collaborative planning (Making sure that all staff members are aware of Najia‟s special needs and that they are all working together to help Najia).
  21. 21.  Parents of children with special needs (Providing a space for Najia‟s family to come to the center so that they can have meetings with the staff. Providing resources for the family so that we can help them through this).
  22. 22.  Staff support and training (Having staff plan flexible schedules based on Najia‟s special needs so that she is given the full care she needs at childcare. Inviting Najia‟s family to share her strengths and weakness so that we can plan a better schedule for her to enhance her needs).
  24. 24. TEACHING STRATEGIES Prompting and fading- Physical (Physical prompts are used to provide the most support with new skills [Class notes, week7]. Providing Najia hand over hand assistance to point to objects or a desired toy so that she is using her gross and fine motor skills. This can be used by providing full assistance by holding her hands to help her point. Once the child gains some independence I would move to partial.)
  25. 25.  Prompting and fading- Visual ( providing bright schedules or picture cards to help Najia to perform the correct response [class notes, week 7]. This will help her to babble and to point to objects and to the schedule).
  26. 26.  Prompting and fading- Pointing ( We as ECE‟s can point to objects such as a favorite toy and saying what the object is - pointing to Najia‟s favorite toy and allowing Najia to respond to this and observe to see if she will go to her favorite toy ,babble or point to the toy).
  27. 27.  Reinforcement( When we see that Najia is trying to babble or trying to point we need to encourage her by providing her with “social praise and attention such as smiling, hugs, clapping tickles and cuddles” [class notes, week 7]. If Najia attempts to babble or point we can reinforce it by giving her her favorite toy).
  28. 28.  Giving instruction-  Making choices ( We can (Providing realistic break down the task, teach expectations for Najia when the new skill by using trying to get her to respond prompting and fading, giving by babbling and pointing. reinforcements and Always use her name when generalizing the new skill so talking to her and maintain that Najia can use them at eye contact. Also use home. This will help to build visuals to help Najia to independence (Class understand the expectation note, week 7). [Class notes, week 7]).
  29. 29.  Visual communication ( Visual can be used in many different ways to support Najia. For instance, providing visual to tell her what the schedule is, to show her what is expected, to communicate with each other such as pointing to a desired object [Class notes, week 8] This is a great way in helping to promote language and gross motor skills).
  30. 30.  Basket B Approach (  Everyday opportunities to Guidance strategy where develop communication Parents can be a teacher. skills (Providing Parents and caregivers of opportunities throughout Najia find out ways they the day for Najia to can teach Najia the skills communicate by helping she doesn‟t know. This is her understand us by taking a proactive looking at her, using approach [class gestures and repeating notes, week 8]). words. Also allowing Najia to respond by giving her plenty of time, providing encouragement for communication)
  31. 31.  Task Analysis ( Breaking down skills into smaller steps so that Najia can use her language and physical development. However this depends on Najia‟s ability, therefore we need to always observe her throughout the day and have her parents do the same at home. Since we know she is not babbling or pointing we can break these skills down for her to learn [class notes, week 9]).
  32. 32. ADAPTIVE DEVICES Sing Language (We could use simple sign language with Najia to help promote a response such as babbling or pointing. This can be used at home and at the childcare center).
  33. 33. INCLUSION OF OTHER CHILDREN One way to include other children in the centre is to provide the same or similar activities for the children. To have discussions with the children about what we as ECE‟s are doing with Najia and have the children participate. We can have the children help Najia by showing her what to point to and listening to the other children babbling can help her to hear and see what they are doing.
  34. 34. INCLUSION OF NAJIA‟S SIBLINGS To include Najia‟s siblings we need to have an inclusive environment at home. We need to have Najia‟s siblings at childcare involved with communication and interaction with Najia. When at home we need to have her siblings encouragement, role playing, and showing her how to point to things when she wants something and encourage her to babble.
  35. 35. INCLUSION OF THE FAMILY Inclusion of Najia‟s family is important and helping the family to be inclusive is even more important. One thing we can do is to ask permission of the family to sign form 14. This will allow the family to gain access to different services which can help them with support as they go through this difficult time. Additionally, they will be able to have services provided to Najia in the childcare center and also in home care for both Najia and her family.
  36. 36.  When Najia‟s parents come to the center we need to provide a space where they can go and speak to staff on the progress of Najia. We need to also have a space where Najia‟s family can come to the center to observe and to interact with Najia if they require to.
  37. 37. HEARING LOSS CENTER Their mission is to “improve an individual‟s quality of life through better hearing” (Hearing Aid Central, 2012). They provide hearing tests, hearing assessments, amplification fittings, custom swim plugs, noise protection plugs, musician‟s plugs, hearing aids, and hearing accessories (Hearing Aid 2333 Dundas Street West, Suite Central, 2012). 304. Toronto, ON M6R 3A6 416-551-4327
  38. 38.  They offer a “30 day trial period with all our hearing aids” (Hearing Aid Central, 2012). They also offer unlimited follow ups on appointments. They also provide financing programs and will also accept private insurance (Hearing Aid Central, 2012). Anyone can schedule a consultant online or by calling.
  39. 39. SPEECH THERAPY Speech Therapy Centers of Canada Professionals helping “with stuttering, children‟s literacy, communication challenges as a result of autism spectrum disorder or an acquired brain injury, speech delay, language delay, and many other communication and speech development issues is within your reach” (Speech Therapy Centres of Canada, 2011). They provide assessments, one-on-one therapy sessions, pair therapy sessions, group therapy sessions, free parent workshops, summer speech therapy classes, and corporate speech therapy services (Speech Therapy Centres of Canada, 2011).
  40. 40. Toronto1896 Avenue Rd., Suite 201Toronto, ONM6M 2K9Tel: 905.886.5941Fax: 905.886.2362NOW OPEN SATURDAYS• They also provide financialsupport to families who do nothave the money or insuranceto cover the cost of theservices.• Their motto is that everyonewill have access to services.(Speech Therapy Centres of, 2011).
  41. 41.  Referral is done through the caregiver or the parents Prices: Basic Preschooler Assessment $195 Grade 1 Basic Assessment(1 Assessment) $260 Grade 1 and over (multiple assessment/full scope) $650
  42. 42. THE HANEN CENTER Hanen Center “has  There are workshops for developed a parents and also for comprehensive approach educators so that they that enables parents and can become more educators to play a knowledgeable about primary role in promoting how they can support the language development child. and emergent literacy  Work shops are $ 800- skills” ( The Hanen 900. Center, 2011). They are a non profit organization promoting language development in children.
  43. 43. • There are helpful tips forparents on their website.• The Ontario Ministry ofCommunity and SocialServices helps to fundprograms for parents.• The Ontario Ministry ofChildren and YouthServices funds languageand speech programsand “provide subsidizedtraining and support for 1075 Bay Street, Suite 515 Toronto,speech-language Ontario Canada M5S 2B1pathologists and Phone: 416-921-1073supportive personnel”(The Hanen The City of Toronto, Children‟s ServicesCenter, 2011). Division – funds Hanen training and support for Early Childhood Educators in Toronto (Hanen Center, 2011). Charity.aspx
  44. 44. NIAGARA CHILDREN EDUCATION AND TREATMENTCENTER NCETC is a “New York State Educational  Families need to be Department educational referred by Niagara center within the larger County‟s Early organization; Niagara Intervention Program. Cerebral Palsy” (Niagara  Evaluations are provided Cerebral Palsy, (n.d.)). at no cost to families and NCETC is for “children are typically provided in ages birth through five the childs home or an who have speech and alternative location language delays and/or chosen by the family other learning or physical (Niagara Cerebral disabilities” (Niagara Palsy, (n.d.)) Cerebral Palsy, (n.d.)).
  45. 45. • By using thisagency,“evaluation willsummarize yourchilds currentdevelopmentalstatus in areas ofspeech, hearing,learning, socialand emotionaldevelopment, andmotor skill Niagara Children education anddevelopment” treatment center(Niagara Cerebral 9812 lockport road niagara falls ny.Palsy, (n.d.)). 716-297-1478 es/educational
  46. 46. YORKVILLE AUDIOLOGISTS  At Yorkville Audiologists, they provide the newest technology to help decide if you need • They believed in hearing aids and will educating the patients. provide an assessment (Yorkville Audiologists, 2012).  They also communicate with your physicians so that everyone knows what is happening.  1st time assessment is $75.00, a recheck is $60.00. 1200 Bay Street, Suite 404 Toronto, On M5R 2A5 416-967-7226 info@yorkvilleaudiology.cag-problems-toronto-on.php
  47. 47. 5STRESS MANAGEMENT COUNSELLING AT KMATHERAPY This organization  They provide counselling provides “counselling and from having a divorce to Psychotherapy [that] can dealing with stress at help achieve lasting work or at home. change in dealing with stress. During your first consultation, [they will] customize a Psychotherapy and Counselling treatment plan that‟s right for you” (KMA Therapy, 2013).
  48. 48. • KMA Therapyaccepts insurances.• To make anappointment you cango online andregister or call themto book anappointment.•This organizationrecognized thateveryone are busyand they provide Kimberly Moffit Associatesflexible schedules 120 Eglinton Avenue East (Yonge and Eglinton)during the day and Suite 304 Toronto, Ontarioeven evenings. 416-487-6288 • Intake session $120.00 • Appointment with Therapist is $195-225 per hours
  49. 49. RESOURCE TEACHER AND CONSULTANT. A resource teacher and  assisting the family and consultant is the first childcare staff on how to person we would go to in identify the needs of order to help Najia. Najia. There are many areas  They would also access that a resource teacher resources that would be and consultant can help helpful for Najia and her with such as gathering family (Class notes, week information in terms of 9). Najia‟s special needs  Additionally, they would (Class notes, week 9). be able to develop “appropriate strategies and service plans to support inclusion of the child” (Class notes, week 9).
  50. 50. CHILD DEVELOPMENT INSTITUTE This organization  They “serve children and “promote and support the families through a healthy development of spectrum of services children and to from universal prevention strengthen the families and healthy child and communities in development which they live.(Child programs, to early Development intervention programs Institute, 2009). targeted to vulnerable or at-risk children and their families” (Child Development Institute, 2009). out_home.html
  51. 51.  This organization provide resource consultants to many childcare in Toronto. They provide services to children under the age of 12. For all general inquiries, please contact their main office at: Child Development Institute 197 Euclid Ave. Toronto, Ontario M6J 2J8 Tel: (416) 603-1827 Fax: (416) 603-6655
  52. 52.  One childcare location that can help Najia and her family is: Annex Early Learning Centre 161 Madison Ave. Toronto, ON M5R 2S6 Tel: 416-924-0545 Fax: 416-924-0461
  53. 53. FAMILY DOCTOR Asking Najia‟s family to take Najia to see a family doctor would be important so that they can get an understanding as to what might be affecting Najia. From here the family Albany Medical Clinic doctor can make 807 Broadview Ave referrals to take Najia Toronto, ON M4K 1N5 to the next step. 416-461-9471
  54. 54. INFANT DEVELOPMENT PROGRAM CONSULTANTS Holland Bloor view Kids Rehabilitation hospital Infant development program consultants works with „families of children under the age of three with, or at risk of, developmental delay” (Class notes, week 9). They can provide home 666 Eglinton Avenue West Toronto, Ontario visits, assessments, prog M5N 1C3 ram planning, and liaison Susy Mitchell, Infant Consultant with other families” Tel: 416-782-1105 or 416-425- (Class notes, week 9). 6220, extension 3051 (voicemail only) E-mail: smitchell (at) hollandbloorview (dot) ca
  55. 55. SOCIAL WORKER Social workers can help to provide services and referrals to families. Betel counselling provided by Sheri Betel . Sheri Betel works with children and adults to provide many different kinds of services to both child and families. 1395 Bayview Avenue Toronto, M4G3A6 (416) 322-9005
  56. 56. RELIEF WORKER Professionals who works with children with special needs at home to help relief parents (Class notes, week 9). Saint Elizabeth (“to serve the physical, emotional and spiritual needs of individuals and families in their homes and communities. Inspired by our historic roots and traditional respect for human dignity, we strive to care with professional excellence and compassion” (Saint Elizabeth, 2013).
  57. 57.  They provide home care, speech language pathology, Nursing, ment al health, social work, transportation and many more (Saint Elizabeth, 2013). Additionally, they provide educational programs to help educate the community on their 2 Lansing Square health needs. Suite 600 Toronto, ON Najia‟s mother can use M2J 4P8 some of this services to Phone: 416-498-8600 help with her stress. Fax: 416-498-0213 Elizabeth.aspx
  58. 58. REFERENCES Ages and Stages: A brief overview, Birth to 12 years hand book. Hearing Aid Central. (2012). Retrieved from Hanen Center. (2011). Retrieved from Us/Not-For-Profit-Charity.aspx Kimberly Moffit Association. (2013). Retrieved from Logsdon, A. (2013). Signs of speech and language delays in infants and toddlers: Learn what signs of speech and language delays to watch for. Retrieved from delays.htm. Logsdon, A. (2013). What does developmental delayed mean? Retrieved from National Center for Learning Disabilities. (2000). Early Identification: Normal and atypical development. Retrieved from
  59. 59.  Niagara Cerebral Palsy. (n.d.) Retrieved from Speech Therapy of Canada. (2011). Welcome to The Speech Therapy Centres of Canada. We believe in your voice. Saint Elizabeth. (2013). Retrieved from Sets-Us-Apart/Mission-Vision-Values.aspx Yorkville Audiologists. (2012). Retrieved from on.php Class notes. Reinforcement workshop. Week 7 Class notes. ConnectAbiliy-Giving Instructions. Week 7. Class notes. Making a choice. Week 7.
  60. 60.  Class notes. ConnectAbiliy-Prompting and Fading workshop. Week. 7. Class notes. ConnectAbility-Visual Communication Workshop. Week 8. Class notes. Video-Oprah: out of control children. Week 8. Class notes. Everyday opportunities to develop communication skills. Week 8. Class notes. ConnectAbiliy-Task analysis. Week 9. Child Development Institute. (2009). About Us. Retrieved from ml
  61. 61. IMAGES REFERENCES Imagin 1. Retrieved from education/. Stress. Retrieved from holiday-family-stress/. Multicoloured hands. Retrieved from http://www.conference- Multicoloured puzzles. Retrieved from http://mom- Girl with hands on cheek. Retrieved from csodaszer Child‟s multicoloured hands. Retrieved from Fine and gross motor skills picture. Retrieved from http://www.pld- Picture of label. Retrieved from home.html.
  62. 62.  Girl pointing to band aid. Retrieved from clip art. Child stacking blocks. Retrieved from Prevention key. Retrieved from wart-removal/ Cartoon child running. Retrieved from clip art. Boy playing with wooden blocks. Retrieved from Environment of childcare. Retrieved from Preschool room. Retrieved from Labelling system. Retrieved from Flexible schedule. Retrieved from My Day Schedule. Retrieved from
  63. 63.  Stimulation toy. Retrieved from Teacher with three children. Retrieved from daycare-centers.html. Three children playing with stimulation toys. Retrieved from week-70_72620 Collaborative planning. Retrieved from Mother with three children. Retrieved from Staff support. Retrieved from Strategies picture of two person. Retrieved from clip art. Teachers teaching strategies. Retrieved from viewing-globe-classroom-image6598652
  64. 64.  Physical prompt. Retrieved from letter-f/. Visual prompt. Retrieved from Child pointing up. Retrieved from grass-is-showing-a-plain-in-the-sky.html. Nurse and child. Retrieved from tools.html. Woman hugging child. Retrieved from Mother with two daughter. Retrieved from clip art. Eye contact. Retrieved from challenging-behavior-of-eye-contact.aspx I want picture. Retrieved from What are we doing now? Retrieved from
  65. 65.  Visual Pecs. Retrieved from Parent as teacher. Retrieved from . Encouragement. Retrieved from march-27th.html. Hand gesture. Retrieved from Task Analysis. Retrieved from Sign with me. Retrieved from Multicolor people. Retrieved from http://carrie- Woman with two children. Retrieved from ablestrategy/inclusionparticipation/ Mother with three children. Retrieved from
  66. 66.  Childcare room. Retrieved from decor-your-young-kids-bedroom/. Hearing aid central logo. Retrieved from Doctor checking ear of child. Retrieved from Speech therapy centers of Canada logo. Retrieved from Child on phone. Retrieved from pathology/ Picture of mother and child. Retrieved from Hansen Center logo. Retrieved from NCP logo. Retrieved from Child with ear phones. Retrieved from Girl getting her ear check. Retrieved from .
  67. 67.  KMA logo. Retrieved from KMA room. Retrieved from Circle of hands. Retrieved from 11.html Building Future. Retrieved from . Inclusion sign. Retrieved from Child Development Institute Logo. Retrieved from All children can learn picture. Retrieved from Ontario Early Years Center. Retrieved from Managing stress. Retrieved from management-through-recharging-the-batteries/. Maps. Retrieved from Google maps.
  68. 68. VIDEO REFERENCES How does atypical development affect a child video. Made by Nafezia Mohamed using windows movie maker. Early Recognition of child development problem/educational video. Made by Rosaryfilm (2009). Retrieved from ure=player_embedded.