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Meeting the needs of children and families
- 1. Meeting the Needs of Children and Families Student Name: DanYun Chen (Vivian) Student Number: 300541824 Instructor: Chris Cadieux Course Code: ECEP-233 Due Date: week 9 Centennial College
- 2. Scenario Needs of the Child and Family You are working as an ECE in OHIP (Ontario Healthy Insurance a preschool room. Jose (age Plan) to access to the optometrist 4) is a child with low vision Agency for child to access to the who has just started in your rehabilitation room. Jose has just moved to Toronto. He had been in a After school program childcare center in Winnipeg Detail explanation of day care’s before his father was inclusive learning system to adapt transferred. Jose is an only children’s needs child in a two-parent family, both parents work. Jose’s parents ask you about services in the Toronto area.
- 3. Low Vision “Children are Low vision is a loss of characterized as having eyesight that make daily disabilities, delays or tasks difficult. The disorders in the areas of person with low vision physical, social, intellect ual, communicative, em cannot read at normal otional, and /or viewing distance even behavioural with eye development” (Reading glasses, contact Package, Children with lenses, medicine or Special Needs). surgery. (Reading Package, Visual Impairment)
- 4. The Modification of physical environment adjust the lighting in the classroom provide magnifier for the child to use in the classroom use black felt tip pens for drawing and pre-writing activities Keep the classroom organized and dependable provide books with object in it
- 5. Teaching Strategies use tactile activities and as many hands-on experiences forward chaining “child learns first step, 2nd step in order until they learn the whole task” (inclusion, week 8&9) use audio tapes to signal the transitions use descriptive words
- 6. The agencies provide support for family Canada National Institute For the Blind (CNIB) Website: http://www.cnib.ca is a nationwide agency and has office at different locations of each province provide community-based support and knowledge to ensure Canadians who are blind or partially sighted have confidence, skills and opportunities to live independently (Canadian National Institute for the Blind, 2011)
- 7. The End… Thank You!
Editor's Notes
- First, I think the family needs to apply for OHIP so the child can access to the free optometrist. Jose family is used to live in Winnipeg. They must have a Manitoba’s healthy card, but the card cannot be used in Ontario. Therefore, as an ECE, I will help them to find out the location of ministry of heath which close to their house, so they can apply for the OHIP. Second, I will introduce the agency which supports the people with vision loss. For example, Canadian National Institution for the Blind is a great nationwide organization for people to access the free rehabilitation. Third, I will ask the parents about their working hours and who come to pick up their children. If they are not able to come to pick up their children before the day care close, I will introduce some after school program for the child or babysitter to pick up their child. Fourth, I will try to deliver the detail about our inclusive learning environment in our day care. I try to tell and explain how we modify the physical environment and teaching strategies to meet Jose’s needs.
- The people with low vision, they find every day tasks difficult to do such as reading the mail, shopping, cooking, seeing the TV and writing can also be challenging.A child with low vision, he/she may squint or strain the see the blackboard, report headache frequent, rub their eyes a lot and difficulty in distinguishing between colors etc. (Carlile, Vision Problems in the Classroom)For my scenario, Jose is a child with low vision. It’s difficult for his to read and see in the class which directly affect his performance in the class. As a potential ECE, I should get to know more about the child’s condition from his parents, so I can modify the learning environment to meetJose’s needs.
- First, adjust the lighting in the classroom so that the child with low vision has the best light. For example, we can place a spot light near where the child does any paper work, so the extra light doesn’t bother other children in the classroom.Second, provide magnifier glass for the child to use in the classroom. For example, the child can use the magnifier to enlarge the picture and print when the child read a book.Third, use a thick and black tip pens for drawing and writing so the child can see easily. Also, teacher can enlarge the handout by using the overhead projectors.Fourth, keep the classroom environment organized and dependable, and try to avoid sharp edges, things sticking out, or dangling electrical cords. These measures a safety learning environment for all students in the classroom.Last but not least, provide books with object in it so the child can feel the texture. The other children in the classroom can also enjoy reading the book with the texture in it.
- First, plan different tactile activities and many hands-on experiences for the child with low vision to learn thought the texture. This is also a great strategies for all children to learn in the day care setting because children learn and explore their world from hand-on experiences. Second, by applying the forward learning, the child with low vision can easily understand the process of completing a task. It’s also effective to other children because forward learning teaches children how to complete a task in the order.Third, by using the audio tapes to give the child a signal about what’s coming next. Anything the child can’t do visually, he/she learn to do auditory. Other children can also benefit from this strategy because children can improve their learning skill by listen to the audio tapes.Fourth, use descriptive words such as straight, forward, left etc to give the child the directions. It’s also help other children to clarify the direction.
- What they do?They provide real and sustainable help to Canadians who are blind or partially sighted. They work on three pillars in order to help them live independently. The three pillars are community-based support, knowledge and a national voice. (Canadian National Institute for the Blind, 2011)What population they serve?Any Canadian who has experienced a loss of vision . They serve different age group of people like adult, senior, child or teen. Whether you’ve been completely blind all your life or have recently experienced a partial loss of vision, you are able to access to CNIB without the doctor’s referral. All the service are provided at no cost for Canadians who has experienced a loss of vision. (Canadian National Institute for the Blind, 2011) How to access to the services?First of all , you need to contact CNIB and make a appointment with the agency. When you come to the agency, specially-trained staff will work with your to draw up a personalized program for success and make referrals to appropriate resources. ( Canadian National Institute for the Blind, 2011)
- BibliographyWebsite:Canadian National Institute for the Blind. About us page. Retrieved March 3, 2012, from http://www.cnib.ca/en/about/Carlile, Candy. Vision Problems in the Classroom. Retrieved March 13, 2012, from http://candy-carlile.suite101.com/vision-problems-in-the-classroom-a35909Class Note:Inclusion of Children with Special Needs. Reading Package.Inclusion of Children with Special Needs. Teaching Strategies. Week 8 & 9.