Kailei cheng meeting the needs of children and familiesKailei
This document discusses meeting the needs of an 8-year-old boy named Tom who has Asperger's syndrome and his single mother. It identifies their needs for a summer program that is affordable and inclusive for children with Asperger's. Potential options discussed include the Geneva Center for Autism, which offers Asperger-specific programs, and resources on their website, books on Asperger's syndrome, and an upcoming Asperger parent support group. The document also provides strategies for modifying the physical and teaching environments to meet Tom's needs within a child care center.
Meeting the needs of children and familieschenvivian
This document summarizes the needs of a child named Jose and his family as they have recently moved to Toronto. Jose has low vision and has just started preschool. The summary identifies several services and supports that would benefit Jose and his family, including:
1. Access to optometrist through OHIP and rehabilitation services through an agency.
2. Enrollment in an after school program.
3. Modifications to the preschool's inclusive learning system and physical environment to adapt to Jose's low vision needs.
4. Recommendation to contact the Canada National Institute for the Blind for community support and resources.
Meeting the needs of the children and familiessaraamohammed2
This document summarizes the needs of a family with a 4-year-old daughter who has severe hearing impairment. The family is new to Canada and the country, and needs services like childcare, education, recreation, and translation support. Early childhood educators can help by setting up communication tools between staff and parents, arranging a suitable environment, and modifying activities. Key agencies that can assist include the Canadian Hearing Society, which offers interpreting and other supports, and Corvetti Education Centre, which provides language training and settlement services.
Feliza fanto meeting the needs of children and familiesffanto
Avery, a 5th grader with a learning disability, was suspended for 13 days after confronting his teacher aggressively. He had been caught stealing and when returning to class, called his teacher names and threatened her with a knife. Avery's mother is stressed as her husband recently left, and she does not know how to handle Avery's behavior. The case study suggests Avery exhibits signs of conduct disorder, including aggressive, destructive, deceitful behavior and rule violations. Risk factors for conduct disorder include biological, genetic, environmental and psychological factors. Strategies are provided to meet Avery's needs, including positive reinforcement, consistency, and limiting transitions. Local resources like the York Centre also offer family services for conduct disorder.
Meeting the needs of children and familiesJenny Chan
The document discusses the needs of a child named Faith who has been diagnosed with anxiety disorder. It outlines modifications that can be made in a child care center to meet Faith's needs, such as changing the physical environment, using flexible routines and schedules, and collaborating with parents and agencies. The document also provides information on anxiety disorder and resources to help children dealing with this condition.
Brittany and her family recently moved from Florida to Toronto due to Brittany's diagnosis of Bloom Syndrome. Brittany is feeling sad about missing her old friends, while her brother is angry about the move and blaming Brittany. The parents are asking the teacher for help meeting Brittany's needs and those of her family as they adjust to the new city. Some strategies discussed include creating a shaded play area to protect Brittany from sun exposure, connecting the family with local resources, and encouraging open communication between the parents and Brittany's brother.
This document presents information on meeting the needs of a child named Josh and his family. Josh is a 4-year-old boy who has been diagnosed with Asperger's Syndrome. He has difficulty with social interactions and exhibits restricted interests, becoming frustrated and biting himself. The document discusses providing one-on-one attention and social skills training for Josh. It also provides resources for Josh's family, including information on Asperger's Syndrome and support organizations. The document aims to educate on understanding and assisting children with special needs like Josh.
ECEP 233. Inclusion of Children with Special Needs. by Anhelina Butkevichbasya07
This document provides information about meeting the needs of children with epilepsy and their families. It discusses Zenna, a child diagnosed with epilepsy, and analyzes her case. It then defines epilepsy and describes different types of seizures. The document outlines various areas of development that may be affected in children with epilepsy, such as social/emotional, cognitive, and adaptive skills. It discusses adapting the physical environment and using strategies, devices, agencies and resources to help children with epilepsy and their families.
Kailei cheng meeting the needs of children and familiesKailei
This document discusses meeting the needs of an 8-year-old boy named Tom who has Asperger's syndrome and his single mother. It identifies their needs for a summer program that is affordable and inclusive for children with Asperger's. Potential options discussed include the Geneva Center for Autism, which offers Asperger-specific programs, and resources on their website, books on Asperger's syndrome, and an upcoming Asperger parent support group. The document also provides strategies for modifying the physical and teaching environments to meet Tom's needs within a child care center.
Meeting the needs of children and familieschenvivian
This document summarizes the needs of a child named Jose and his family as they have recently moved to Toronto. Jose has low vision and has just started preschool. The summary identifies several services and supports that would benefit Jose and his family, including:
1. Access to optometrist through OHIP and rehabilitation services through an agency.
2. Enrollment in an after school program.
3. Modifications to the preschool's inclusive learning system and physical environment to adapt to Jose's low vision needs.
4. Recommendation to contact the Canada National Institute for the Blind for community support and resources.
Meeting the needs of the children and familiessaraamohammed2
This document summarizes the needs of a family with a 4-year-old daughter who has severe hearing impairment. The family is new to Canada and the country, and needs services like childcare, education, recreation, and translation support. Early childhood educators can help by setting up communication tools between staff and parents, arranging a suitable environment, and modifying activities. Key agencies that can assist include the Canadian Hearing Society, which offers interpreting and other supports, and Corvetti Education Centre, which provides language training and settlement services.
Feliza fanto meeting the needs of children and familiesffanto
Avery, a 5th grader with a learning disability, was suspended for 13 days after confronting his teacher aggressively. He had been caught stealing and when returning to class, called his teacher names and threatened her with a knife. Avery's mother is stressed as her husband recently left, and she does not know how to handle Avery's behavior. The case study suggests Avery exhibits signs of conduct disorder, including aggressive, destructive, deceitful behavior and rule violations. Risk factors for conduct disorder include biological, genetic, environmental and psychological factors. Strategies are provided to meet Avery's needs, including positive reinforcement, consistency, and limiting transitions. Local resources like the York Centre also offer family services for conduct disorder.
Meeting the needs of children and familiesJenny Chan
The document discusses the needs of a child named Faith who has been diagnosed with anxiety disorder. It outlines modifications that can be made in a child care center to meet Faith's needs, such as changing the physical environment, using flexible routines and schedules, and collaborating with parents and agencies. The document also provides information on anxiety disorder and resources to help children dealing with this condition.
Brittany and her family recently moved from Florida to Toronto due to Brittany's diagnosis of Bloom Syndrome. Brittany is feeling sad about missing her old friends, while her brother is angry about the move and blaming Brittany. The parents are asking the teacher for help meeting Brittany's needs and those of her family as they adjust to the new city. Some strategies discussed include creating a shaded play area to protect Brittany from sun exposure, connecting the family with local resources, and encouraging open communication between the parents and Brittany's brother.
This document presents information on meeting the needs of a child named Josh and his family. Josh is a 4-year-old boy who has been diagnosed with Asperger's Syndrome. He has difficulty with social interactions and exhibits restricted interests, becoming frustrated and biting himself. The document discusses providing one-on-one attention and social skills training for Josh. It also provides resources for Josh's family, including information on Asperger's Syndrome and support organizations. The document aims to educate on understanding and assisting children with special needs like Josh.
ECEP 233. Inclusion of Children with Special Needs. by Anhelina Butkevichbasya07
This document provides information about meeting the needs of children with epilepsy and their families. It discusses Zenna, a child diagnosed with epilepsy, and analyzes her case. It then defines epilepsy and describes different types of seizures. The document outlines various areas of development that may be affected in children with epilepsy, such as social/emotional, cognitive, and adaptive skills. It discusses adapting the physical environment and using strategies, devices, agencies and resources to help children with epilepsy and their families.
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and families sickle and depression.300781290
Brandon is an 8-year-old boy with Sickle Cell Disorder who misses a lot of school and his friends due to frequent illness. He has recently lost his pet dog Boo-Boo, who helped comfort him during difficult times with his illness. His mother is worried that Brandon may be developing depression in addition to dealing with his Sickle Cell Disorder and loss of his dog. The document provides information about Sickle Cell Disorder, its symptoms and treatment, as well as depression in children including signs, diagnosis and treatment options. It also discusses ways that Brandon's needs could be met in a childcare setting.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
Najia is an 11-month-old girl who is exhibiting atypical development in that she is not babbling or pointing, which are skills she should have developed by this age. This could affect her social, emotional, physical, and cognitive development. The document discusses Najia's special needs and proposes modifications to her environment, teaching strategies, and inclusion of family to support her development. It also provides information on local resources such as speech therapy centers, hearing clinics, and early intervention programs that could help assess and treat Najia's delays.
This document discusses a case study about a student named Avery. Avery is a 5th grader who receives special education services for a learning disability in reading. He was recently suspended for stealing and threatening his teacher. As the ECE, you are looking for advice to help Avery and his mother. The document outlines Avery's learning needs, signs of his disability, teaching strategies to help him, the importance of family support, and outside resources.
Meeting the needs of children and families lisa 2Muila
The document discusses a preschooler named Cameron who has a leg amputation and uses crutches for mobility. It describes the needs of Cameron and his family that the teacher must address in the classroom, such as adapting activities to be inclusive and ensuring accessibility. It also provides strategies for how to help Cameron feel included and supported in the preschool environment.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
Meeting the needs of children and familiesryannoel
This document discusses Jack, a 5-year-old boy with Down Syndrome. It provides background information on Down Syndrome, including that it is a genetic condition causing delays and occurs in 1 in 800 births. It describes Jack's limited speech and need for support services. The document also discusses characteristics of Down Syndrome, myths and facts, strategies to help Jack in school like speech and sign language development, and resources for families like agencies, tax credits, and programs.
Brittany and her family have moved from Florida to Toronto after Brittany's diagnosis with Bloom Syndrome. Brittany is feeling sad about missing her friends, while her brother is angry and blaming Brittany for the move. The family asks the teacher for help meeting Brittany and her family's needs as they adjust to the new city and school.
Simon is a boy with autism who recently moved to Toronto with his family. The document discusses meeting the needs of Simon and his family by providing support through linguistic, schooling, medical, housing, daycare, social and emotional, and after school programs. It also introduces Simon's individual special need of autism, which is a developmental disorder characterized by difficulties in communication, social interaction, and typical behaviors. Finally, it discusses strategies for meeting Simon's needs in child care, including adapting toys and materials, as well as providing an overview of referred agencies and resources for autism support.
Here are some suggestions for how the Early Childhood Educator can help Hannah while respecting her needs and limitations:
- Have a gentle discussion with Hannah and her mother to understand Hannah's experience of pain and find activities she's comfortable doing. Focus on Hannah's abilities, not limitations.
- Suggest adapting activities so Hannah can participate sitting if needed. Work with an occupational therapist for ideas.
- Encourage Hannah's independence in self-care like dressing to boost confidence, but provide assistance if she asks.
- Learn about juvenile arthritis and how to support Hannah from medical experts. Share information with other educators and children to foster understanding.
- Praise Hannah's efforts and accomplishments to help her feel capable
Meeting the needs of the children with specialKacey Lee
This document provides information about Simon, a child diagnosed with autism, and his family's needs. Simon lives with his two brothers and father, and enjoys cars and wheels. He is usually impulsive and communicates primarily through echolalia. The document discusses supports that Simon and his family require, including early childhood education teachers, organizations that provide assistance, professional autism treatment, and financial aid for single parents. It also defines autism, describing common characteristics like difficulties with social skills, communication, and sensory processing. Suggested teaching strategies for an early childhood educator working with Simon are presented, such as using visual supports, prompting, and developing his communication skills. Community resources that could help Simon and his family are also
Meeting the needs of children and familiesannyliang123
This document discusses the needs of a 5-year-old boy named Jack who has Down syndrome and his family. It provides information on Down syndrome including physical, neurological, and health characteristics. It also outlines skills Jack needs to develop like self-care, communication, and decision making. Finally, it lists agencies and resources that can help meet Jack's language development needs, facilitate friendships, find a doctor, affordable housing, job assistance, subsidized daycare, and transportation options.
Meeting the needs of the children and familiesizabela18
Jose is a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. Low vision is a loss of eyesight that makes everyday tasks difficult. Several organizations in Toronto provide services to help children with low vision, including Toronto Preschool Speech and Language Services which offers early intervention programs, and the Ontario Foundation for Visually Impaired Children which operates a daily group program for visually impaired children ages 2 to 5.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
Meeting the needs_of_children_and_families[1]Alviya Vawda
Jose is a 4-year old boy with low vision who recently moved to Toronto from Winnipeg. His parents have asked the ECE about services available in the area to support Jose's needs. To help include Jose, the ECE plans to talk to Jose's parents to learn more about him, discuss his needs and interests with staff, create an individualized program plan, and contact a resource consultant. Adaptations like enlarging materials, improving lighting and contrasts, and using strategies like instructions and hand-over-hand teaching can help meet Jose's needs.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document discusses supporting a child named Shahena with severe hearing impairment. It covers the effects of hearing loss on development, adaptations and accommodations like using visual communication, and types of sign language. Examples of visual supports that could help Shahena include classroom labels, schedules, and choice boards. The document also recommends agencies that can provide support to Shahena and her family as they are new to Toronto and her mother speaks limited English.
Meeting the needs of children and families sickle and depression.300781290
Brandon is an 8-year-old boy with Sickle Cell Disorder who misses a lot of school and his friends due to frequent illness. He has recently lost his pet dog Boo-Boo, who helped comfort him during difficult times with his illness. His mother is worried that Brandon may be developing depression in addition to dealing with his Sickle Cell Disorder and loss of his dog. The document provides information about Sickle Cell Disorder, its symptoms and treatment, as well as depression in children including signs, diagnosis and treatment options. It also discusses ways that Brandon's needs could be met in a childcare setting.
Children with Down syndrome typically have certain physical characteristics that are identified at birth or shortly after, such as low muscle tone, a crease in the palm, and upward slanted eyes. A chromosome study called a karyotype confirms the diagnosis by showing the presence of an extra chromosome 21. The risk of having a child with Down syndrome increases with the mother's age, as older eggs have a greater chance of improper chromosome division during cell division. Support services that can benefit children with Down syndrome and their families include organizations like the Down Syndrome Association that provide information, advocacy, and community; and healthcare professionals like pediatricians, physiotherapists, occupational therapists, speech therapists, and social workers who can assess development and link families to
Najia is an 11-month-old girl who is exhibiting atypical development in that she is not babbling or pointing, which are skills she should have developed by this age. This could affect her social, emotional, physical, and cognitive development. The document discusses Najia's special needs and proposes modifications to her environment, teaching strategies, and inclusion of family to support her development. It also provides information on local resources such as speech therapy centers, hearing clinics, and early intervention programs that could help assess and treat Najia's delays.
This document discusses a case study about a student named Avery. Avery is a 5th grader who receives special education services for a learning disability in reading. He was recently suspended for stealing and threatening his teacher. As the ECE, you are looking for advice to help Avery and his mother. The document outlines Avery's learning needs, signs of his disability, teaching strategies to help him, the importance of family support, and outside resources.
Meeting the needs of children and families lisa 2Muila
The document discusses a preschooler named Cameron who has a leg amputation and uses crutches for mobility. It describes the needs of Cameron and his family that the teacher must address in the classroom, such as adapting activities to be inclusive and ensuring accessibility. It also provides strategies for how to help Cameron feel included and supported in the preschool environment.
Meeting the needs of children with special needsEunkyoung Seo
Jamie is a 3-year old boy diagnosed with autism. His family, new to Canada, struggled with the diagnosis and needs support. Jamie requires specialized education and intervention to address delays in language, social, and cognitive development caused by his autism. The document outlines Jamie's needs, autism characteristics, support strategies for childcare providers, and referrals for family support services to help Jamie and his family.
Meeting the needs of children and familiesryannoel
This document discusses Jack, a 5-year-old boy with Down Syndrome. It provides background information on Down Syndrome, including that it is a genetic condition causing delays and occurs in 1 in 800 births. It describes Jack's limited speech and need for support services. The document also discusses characteristics of Down Syndrome, myths and facts, strategies to help Jack in school like speech and sign language development, and resources for families like agencies, tax credits, and programs.
Brittany and her family have moved from Florida to Toronto after Brittany's diagnosis with Bloom Syndrome. Brittany is feeling sad about missing her friends, while her brother is angry and blaming Brittany for the move. The family asks the teacher for help meeting Brittany and her family's needs as they adjust to the new city and school.
Simon is a boy with autism who recently moved to Toronto with his family. The document discusses meeting the needs of Simon and his family by providing support through linguistic, schooling, medical, housing, daycare, social and emotional, and after school programs. It also introduces Simon's individual special need of autism, which is a developmental disorder characterized by difficulties in communication, social interaction, and typical behaviors. Finally, it discusses strategies for meeting Simon's needs in child care, including adapting toys and materials, as well as providing an overview of referred agencies and resources for autism support.
Here are some suggestions for how the Early Childhood Educator can help Hannah while respecting her needs and limitations:
- Have a gentle discussion with Hannah and her mother to understand Hannah's experience of pain and find activities she's comfortable doing. Focus on Hannah's abilities, not limitations.
- Suggest adapting activities so Hannah can participate sitting if needed. Work with an occupational therapist for ideas.
- Encourage Hannah's independence in self-care like dressing to boost confidence, but provide assistance if she asks.
- Learn about juvenile arthritis and how to support Hannah from medical experts. Share information with other educators and children to foster understanding.
- Praise Hannah's efforts and accomplishments to help her feel capable
Meeting the needs of the children with specialKacey Lee
This document provides information about Simon, a child diagnosed with autism, and his family's needs. Simon lives with his two brothers and father, and enjoys cars and wheels. He is usually impulsive and communicates primarily through echolalia. The document discusses supports that Simon and his family require, including early childhood education teachers, organizations that provide assistance, professional autism treatment, and financial aid for single parents. It also defines autism, describing common characteristics like difficulties with social skills, communication, and sensory processing. Suggested teaching strategies for an early childhood educator working with Simon are presented, such as using visual supports, prompting, and developing his communication skills. Community resources that could help Simon and his family are also
Meeting the needs of children and familiesannyliang123
This document discusses the needs of a 5-year-old boy named Jack who has Down syndrome and his family. It provides information on Down syndrome including physical, neurological, and health characteristics. It also outlines skills Jack needs to develop like self-care, communication, and decision making. Finally, it lists agencies and resources that can help meet Jack's language development needs, facilitate friendships, find a doctor, affordable housing, job assistance, subsidized daycare, and transportation options.
Meeting the needs of the children and familiesizabela18
Jose is a 4-year-old boy with low vision who recently moved to Toronto from Winnipeg. Low vision is a loss of eyesight that makes everyday tasks difficult. Several organizations in Toronto provide services to help children with low vision, including Toronto Preschool Speech and Language Services which offers early intervention programs, and the Ontario Foundation for Visually Impaired Children which operates a daily group program for visually impaired children ages 2 to 5.
Meeting the needs of children and familiesMarisolOO
Nathan was born with cardiac arrest and needed heart surgery. He is now 10 months old but is behind in developmental milestones. His parents want to understand available services and support as they move to Ajax. Nathan's mother also wants to find a new job closer to their new home. There are many resources available in Durham Region to support Nathan and his family, including doctors, therapists, consultants and social workers who can assess Nathan, develop strategies to support his needs, and connect his family to additional services.
Meeting the needs_of_children_and_families[1]Alviya Vawda
Jose is a 4-year old boy with low vision who recently moved to Toronto from Winnipeg. His parents have asked the ECE about services available in the area to support Jose's needs. To help include Jose, the ECE plans to talk to Jose's parents to learn more about him, discuss his needs and interests with staff, create an individualized program plan, and contact a resource consultant. Adaptations like enlarging materials, improving lighting and contrasts, and using strategies like instructions and hand-over-hand teaching can help meet Jose's needs.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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2. Agenda
Meet Sonia and her family
What is Spina Bifida?
Cause of Spina Bifida
What are some of the characteristics of
Spina Bifida?
Types of Spina Bifida
Symptoms of Spina Bifida
The need of the child
The need of the family
How parent can help his/her child?
How they will respond to those needs
in the preschool room setting
Meeting the needs in the child care
center
Discuss the child special need.
Professionals that the child might need
Teach classmates how to help a child
with a physical disability
Impact of Spina Bifida in young
children
Impact on Families
What are the most common types of
therapy?
Strategies to include Sonia
Modification
What to do in kindergarten for Sonia
to be inclusive
Teach concept
Other adaptive learning environment
that can be used teaching strategies to
parents
Teach order of Events
Agencies in local area
Things to remember...
Bibliography
3. Sonia is 7 years old and she is new to the center. She has Spina Bifida and uses a wheel
chair. She also has a shunt to lesson fluid on the brain. Sonia is good at language skills.
Sonia’s parents speak English and French. They arrived to Toronto newly and they need
help from the teacher. Finally, her parents are interested in sports and entertainment
programs.
4. It is a birth deficiency in which the backbone and spinal canal do not adjacent before
birth. Also it is a neural tube defect in which bones of spine do not completely form;
resulting in an incomplete spinal canal. The condition is a type of Spina Bifida.
Video : http://www.youtube.com/watch?v=6Ii_v3t9hpU
Centers for Disease Control and Prevention, 22 June 2012,
5. No one knows completely what cause SB. Scientists stated that it is most likely due
to a combination of inherited (genetic), environmental and nutritional factors.
Lack of folic acid during the pregnancy has a higher chance of giving birth to a baby
with SB. However, experts recommend for women of reproductive age to make sure
their folic acid intake adequate.
If a woman gives birth to a baby with SB, she has a higher-than-normal risk of
having another baby with SB too (about 5% risk).
Treating Epilepsy or Bipolar disorder have been associated with higher risk of
congenital defect birth such as SB, and some medication as well.
Women with diabetes are more likely to have a baby with SB, compared to other
females.
Benghafner March 7th, 2008 ,The C.A.M. Report
6. Difficulties with bowel and bladder
control may occur. This symptom is
dependent on the location of the lesion
on the back.
Other conditions such as latex
allergies and possible skin breakdown
from lack of feeling are also
associated with Spina Bifida.
Developmental delays may occur and
learning disabilities are possible.
May cause learning problems such as
difficulty paying attention, and
expressing or
Understanding language. Organizing,
sequencing, and processing of
information in
Reading and mathematics may also be
affected.
Mobility may be affected. How much
movement your child has in his/her
legs
depends on where the lesion is on the
back. The higher the lesion, the lower
the chance is of walking independently
Rlbates, September 4, 2007, Sutured for a living
8. Spina bifida occulta: Visible indications
of SB occulta can sometimes be seen on
the newborn's skin above the spinal
defect, including:
An abnormal tuft of hair
A collection of fat
A small dimple or a birthmark
Skin discoloration
Meningocele: in this rare form, the
protective membranes around the spinal
cord (meninges) push out through the
opening in the vertebrae.
Myelomeningocele: tissues and nerves
are exposed, making the baby prone to
life-threatening infections.
Neurological impairment is common,
including:
Muscle weakness, sometimes
involving paralysis
Bowel and bladder problems
Seizures, especially if the child
requires a shunt
Orthopedic problems
Sharon Ennis, october5, 2009, Spina Bifida: The Journey
9. Help the child feels that she is needed
and belongs to the classroom
environment.
Encourage and support the child's
independence such as self-sufficiency,
self- reliant, and self-control.
Know how the equipment works
(crutches) and ask her to show us how
we can help even her peers too.
Stress the things that the child can do,
not the things he cannot do.
Let the child know that many people
with physical disabilities lead useful
and happy lives.
Some adaptation of the activities may
be necessary. Of course anything
involving use of the legs may have to
be done sitting down
Zivka Nikolic, January 28, 2012, There are only benefits of inclusion; there is not any negative
effect!
10. Provide information and emotional
support to the mother to learn more
about children who have Spina Bifida
Get information and find clinics or
health care providers who are expert in
Spina Bifida
Provide resources for the mother to get
help about feeling
Be consistent and clear when
disciplining the child
Help her to use the correct words and
phrases to express her need.
Help the child through the steps to
solve problems when she is upset.
Give the child a limited number of
simple choices.
BA Haller, July 5, 2009, Experimental surgery may hold hope
for children with spina bifida
11. Consistent and active treatment is
important to your child’s development,
so please make every effort to attend
all sessions in a treatment block.
Become active in your child’s therapy
following through with home
programming and asking questions
whenever you have concerns.
Maintain contact and speak regularly
with your child’s health care team
Keep your child’s team informed of
any changes.
Communicate your concerns and goals
for your child with his/her therapists.
Encourage your child to try new
things.
It is important to provide a strong
social support system for your child.
Being the parent of a child with
Spina Bifida requires a lot of
attention and energy, so be sure
to take time for yourself and look
after your own needs as well.
Keep in touch with family and
friends – seek out their support
when needed.
Take advantage of community
resources and services available
to you and your child.
The better informed you are as a
parent, the better prepared you
will be to get the best services
from medical, educational, and
community programs
Keep in touch with family and
friends – seek out their support
when needed.
12. Adapt learning activities to be
inclusive for the child with Spina
Bifida
Provide tools for the child with motor
disabilities can use for grasping,
holding, transferring, and releasing.
Make sure the materials are age
appropriate for all children in room to
use.
Provide materials of different textures
such as play dough, fabric swatches,
ribbon, corrugated cardboard and
sandpaper to stimulate the sense of
touch
We will make sure activity areas are
well-lighted, and I will add lamps if
needed.
Work with parents and specialists to
choose special exercises for the
child, and encourage the whole class
to do some of them as part of a large
group activity.
Add tabs to books for turning pages.
Place tape on crayons and markers
to make them easier to grip.
Secure paint brushes into a glove, or
provide paint brushes with large
knobs on the ends.
Consider buying scissors that open
automatically when squeezed, or
scissors that do not require children
to use finger holes.
Plan activities to encourage all
children to move all body parts.
How they will respond to those needs
in the School age room setting
13. The environment :
Children learn through the
environment
Gather as much as information we
can about the child with special need,
and learn about typical modifications
that can be made.
Working closely with parents,
professionals will be an excellent
resource to get suggestions and to ask
questions.
Modification of the environment
would be beneficial for the child in
special needs and even for her peers
Plan together:
Set a goal in collaboration with parents,
consultant, and caregivers to be a part of
the team who develops the child`s
Individualized Education Plan (IEP).
Meeting together to plan goals and
needs of the child, and discuss about
activities, exercises, and support needed
to reach goals in closely collaboration.
These goals should always match the
child’s disability by discussing ideas and
plans with the family.
14. Make it easy to move around in play areas
by arranging furniture and equipment with a
wide aisle so the child can move around
more freely.
Providing a safe place for walkers,
crutches, or canes so other children do not
trip over them; using heavy, stable furniture
and equipment that cannot be easily knocked
over.
Moreover, work together with the parents
to come out with a comfortable ways for
child to sit, a corner with two walls for
supports, a chair with a seat belt, or a
wheelchair with a large across. These are
some ways we could help.
Benghafner March 7th, 2008 ,The C.A.M. Report
15. Applaud and encourage helping
behaviors, and also teach them
to encourage their classmates to
do as much as possible on her
own.
Teach children to assist children
with disabilities when need
Teach children how to offer
help respectfully
Encourage them to ask if the
child wants help first, and to
take “no” as an answers.
Encourage children to find creative
ways to include a child with physical
disability in their play activities
Teach classmates how to help a child with a
physical disability
Parenting Blog,June 23, 2011, Physical Therapy: Warning Signs and What Parents Can Do from KidsCare Therapy
16. Spina bifida can happen anywhere along the spine if the neural tube does not
close all the way. The backbone that protects the spinal cord does not form and
close as it should. This often results in damage to the spinal cord and nerves.
Spina bifida might cause physical and intellectual disabilities that range from
mild to severe. The severity depends on:
The size and location of the opening in the spine.
Whether part of the spinal cord and nerves are affected.
Sharon Ennis, october5, 2009, Spina Bifida: The Journey
17. Spina Bifida affects the entire family. Meeting the complex needs of a person
affected involves the whole family and can be challenging at time. However, finding
resources, knowing what to expect, and planning for the future can help.
BA Haller, July 5, 2009, Experimental surgery may hold hope for children with spina bifida
Video: http://www.youtube.com/watch?v=2LyPOZf-6rw
18. The goal of therapy is to help your
child to maximize mobility and to
become as independent as possible at
home, in school, and in the
community.
Therapy involves: increasing strength,
balance, and flexibility through
exercise
preventing orthopaedic problems with
exercise and ositioning devices
recommending equipment to help with
independence, walkers, wheelchairs,
equipment increasing independence
with Activities of Daily Living
(ADL’s) such as dressing,
eating and toileting increasing
independent use of tools such as
scissors, pencils, cutlery, toothbrush.
Occupational Therapy and Physiotherapy
are the main therapies needed for
children with Spina Bifida.
Occupational Therapists and
Physiotherapists will often work as a
team in caring for your child.
bathroom equipment modifying
household
Parenting Blog,June 23, 2011, Physical Therapy: Warning Signs and What Parents Can Do
from KidsCare Therapy
19. As an ECE in order to help Sonia to move
around throughout the day we will use the
prompt and fading technique to help her
learn new skills, to built independence, and
self-esteem.
Also I will make sure that the physical
space are removal of barriers for her to have
traffic flow . Materials, toys, and equipment
will be accessible for indoor and outdoor for
wheelchair or crutches, appropriate size
toys, shelves at child level.
Safety and safe risk taking by being
responsive all the time, by understanding
child feelings, treating her as an equal
being rather than isolate, cognitive and
communication.
20. Name of prompt : Environment
Types prompt Examples ECE BODY
POSITION
Environment
prompting
Providing verbal
pictures, labelling
materials in the
room and cue cards
Full and partial
Least to most prompt is used when the child has the
skills but doesn’t do it on request.
Prompting and fading :Goal –Sonia will stand
up and move around when asked independently
Benghafner March 7th, 2008 ,The C.A.M. Report
21. Type of prompting Example ECE body position
Full prompting Put crutches in her
hand
In front of the child
Partial prompting Put the crutches in
front of her hand in
her own personal
space
Behind /beside the
child
Type of
prompt
Pointing
prompting
Example
Pointing to
the crutches
ECE body
position
Parenting Blog,June 23, 2011, Physical Therapy: Warning Signs and What Parents
Can Do from KidsCare Therapy
22. Types of
prompting
Example ECE body position
Full prompting Giving full step by
step instruction
without gesture
In front of the child
Partial prompting Giving partial
instruction and
waiting to see if the
child will do the
task
Behind or beside
the child.
Gestures prompting Asking questions
ADMIN, MARCH 20, 2011, What is Verbal Behavior?
23. Prompt: Modeling
Types of
prompting
Example Body positioning
of the ECE
Full Prompting Using verbal
instruction when
doing the task
together
In front of the child
Partial Prompting Using verbal
instruction to
pretend to do the
task
Beside/behind the
child
24. Prompting and fading :Goal –Sonia will stand up and
move around when asked independently
Types of
prompting
Example Body
positioning of
the ECE
Full
prompting
Hand over hand- The
child requires full
physical assistance to
carry out the task
In front/or behind
the child
Partial
prompting
The child requires
partial physical
assistance by touching
the arm, elbows and
wrist
In front or behind
the child
Benghafner March 7th, 2008 ,The C.A.M. Report
25. By providing specific classroom
devices and altering the classroom
environment, we will help Sonia to
achieve success in the classroom.
By providing a desk for her where
she can easily maneuver around the
classroom and have enough space to
sit comfortably.
We may need to provide a special
desk for her or rearrange some of the
classroom supplies to provide easy
access to the materials.
Scheduling to accommodate
anything imperative in the last minute
Amanda, July 31, 2013, Classroom Decor: The 'CUTE' Conversation
26. To help Sonia to be inclusive in
learning environment, we will
divide the class into learning station
so she will feel comfortable and
succeed in this new environment.
We will set up the desks or tables
in a way of all the student can
negotiate.
Also we will implement activities
which will promote inclusion and
integration among her peers to
encourage group work and
structured partner activities.
Cody Laplante, February 27, 2013, Inclusion Takes the Special out of
Special Education
27. Active learning: Effectively use to
develop cognitive skills among children
such as problem solving and critical
thinking, and improve student’s
understanding.
Collaborative/cooperative learning:
student work together in small groups
to accomplish a common learning goal.
Critical thinking: It brings the activity
together and enables the student to
question what knowledge exists.
Discussion strategies: Engaging
students in discussion deepens their
Learning and motivation by propelling
them to develop their own views and
hear their own voices. A good
environment for interaction is the first
step in encouraging students to talk.
Patti Richards, Demand Media, April 8,2006 The Effects of Behavior Modification in an Inclusion Classroom
28. During birthday party: this is a great
opportunity to see for yourself which
children interact best with your
child. The children that want to sit next
to the birthday boy or girl are good
candidates for future play
Ask your child’s teacher: if there is a
friend who likes to talk with your child
then try to connect with him to build a
friendship out of school.
Find another child with special needs:
Wouldn’t it be nice to find a fellow friend
who is going through the same issues and
might have similar interests?
ADMIN, MARCH 20, 2011, What is Verbal Behavior?
29. Experience learning: an approach of
educational of focus on learning by
doing. ECE role is to design direct
experience that include preparatory and
reflective exercises.
Games/experience/simulations:
Games and simulations enable students
to solve real-world problems in a safe
environment and enjoy themselves
while doing so.
Humor in the classroom: Enhance
student learning by improving
understanding and retention.
Inquiry guided learning: Encourages
students to build research skills that can
be used throughout their educational
experiences.
Learning community: Communities
bring people together for shared
learning, discovery, and the generation
of knowledge
ADMIN· JULY 22, 2011, How Can Visual Supports be Used in the Inclusive Classroom?
30. Where there located?
P.O. Box 103, Suite 1006
555 Richmond Street West
Toronto, Ontario M5V 3B1
Toronto & GTA: 416-214-1056
Toll Free: 800-387-1575 (Ontario Only)
Fax: 416-214-1446
Email: provincial@sbhao.on.
What they are doing?
“To build awareness and drive education,
research, support, care and advocacy to help
find a cure while always continuing to
improve the quality of life of all individuals
with spina bifida and/or hydrocephalus.”
http://www.sbhao.on.ca/programs-services/care-
and-support/parent-support
Spina Bifida & Hydrocephalus Association of Ontario, april 5 2014.
31. Spirit of our organization that has been
committed for over 30 years to making a
positive difference in the lives of people
with SB&H, an association of volunteers
providing a comprehensive range of help
to parents, families, youth and adults
with SB&H.
Breakthrough because of our spirited
and sustained mission of research,
awareness, care and advocacy our
organization will steadily break through
barriers and continually improve the
quality of life and ensure fair treatment
and social justice for all individuals with
SB&H.
Hope within our organization dedicated
to ongoing therapy, medical care and
surgical treatments to minimize further
neurological damage and through our
determined commitment to Spirit,
Breakthrough & Hope a cure will be
found.
What to do with family?
They understand how difficult it can be,
even when things are going smoothly, to face
the added challenges and concerns of living
with spina bifida and/or hydrocephalus.
SB&H provides direct service to adults,
youth, parents and guardians dealing with
the challenges of spina bifida and/or
hydrocephalus, offering information,
resources, emotional support, counselling
and networking opportunities.
For more information please contact SB&H
at 1-800-387-1575 or email
http://www.sbhao.on.ca/programs-
services/care-and-support/parent-support
32. What to do with family?
Spinal Column
Trauma/Developmental
Anomalies
Children and adolescents with
defined spinal column/cord
injuries or developmental
anomalies are treated jointly by
the orthopaedic and
neurosurgeons. Both external and
operative internal fixation
procedures are carried out and the
rehabilitation program customized
individually for each patient.
SickKids & social media: Interview with Janice Nicholson
NOVEMBER 23, 2011
Where there located?
The Hospital for Sick Children
555 University Avenue
Toronto, Ontario
Canada
M5G 1X8
General inquiries: 416-813-1500
Patient information/locating: 416-813-6621
33. Services are provided by a pediatrician,
ambulatory care nurses, physiotherapists,
an occupational therapist, a speech-
language pathologist, a social worker and a
psychologist.
has access to medical consultants in the
areas of orthopedics and urology. To
enable co-ordination of care of each child,
the Spina Bifida/Spinal Cord team
communicates with other involved
community partners such as schools
Referrals
To access this service, a pediatrician’s
referral is required and the client must reside
within the Toronto area or within an area that
cannot access a local treatment centre within
Ontario.
http://holland-
bloorview.heroku.com/floors/2/facilities/57
Spina Bifida and Spinal Cord Contact
Dulcie Styles
Clinic Secretary, Child Development
Program
Tel: 416-425-6220, ext. 3835
E-mail: dstyles@hollandbloorview.ca
Child Development Program
Tel: 416-425-6220 ext. 7050
What to do with family?
The Spina Bifida/Spinal Cord team uses a
multidisciplinary, family centred
approach. Clients are seen annually or
more frequently if necessary, in a clinic
setting by various professionals as
determined by the needs of each
client. also provides intervention and
consultation as required between clinic
visits.
•
ADMIN on MARCH 7, 2011, Holland Bloorview Kids Rehabilitation Hospital
34. Plan of Action
Who What When
Staff & Supervisor Training Staff April 13, 18, 20, 2014
Supervisor Attending workshops on Spina
Bifiad & layout of room for staff
April 1,5,7, 2014
Resource Consultant & Parents Meeting with a Paediatrician April 11, 13, 19, 2014
Resource Consultant & Parents Meeting a Social worker and
counsellor
April 12, 18, 21, 2014
Resource Consultant Meeting with Physical therapist April 1,3,6, 2014
Resource Consultant Meeting with a Paediatric
orthopaedic surgeon
April 23, 26, 29, 2014
Resource Consultant Podiatrist April 2, 4,10, 2014
Resource Consultant & parents Going to see places for
recreation programs
May 10, 13,15, 2014
Resource Consultant Finding summer camps May 21, 24, 30, 2014
35. Spina Bifida occurs in all races,
ethnic groups, scioeconomic
classes, and nationalities and in
both boys and girls.
Each child with Spina Bifida is
a unique individual with his/her
own personality, strengths,
talents and thoughts.
Children with Spina Bifida can
participate in many community
programs such as sports, arts
and crafts, music, scouts,
school, etc.
Centers for Disease Control and Prevention, December 26, 2013, Living With Spina
Bifida
36. Quiz Time
What was our child’s
name?
How many types of
Spina Bifida are there?
Name one of the
agencies that we have
told you about.
37. References
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10, 2014 Retrieved from: http://www.cdc.gov/ncbddd/spinabifida/facts.html
Rlbates, September 4, 2007, Sutured for a living, retrieved date: march10.2014, Retrieved from:
http://rlbatesmd.blogspot.ca/2007/09/myelomeningocele-mmc-repairs.html
Sharon Ennis, october5, 2009, Spina Bifida: The Journey , retrieved date: march10.2014, Retrieved from:
http://www.yummymummyclub.ca/family/special-needs/spina-bifida-journey
ADMIN, MARCH 20, 2011, what is Verbal Behavior?, retrieved date: march10.2014, Retrieved from:
http://www.autism-community.com/what-is-verbal-behavior
Amanda, July 31, 2013, Classroom Decor: The 'CUTE' Conversation, retrieved date: march10.2014,
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Cody Laplante, February 27, 2013, Inclusion Takes the Special out of Special Education, retrieved date:
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special-education
Patti Richards, Demand Media, April 8,2006 The Effects of Behavior Modification in an Inclusion
Classroom, retrieved date: march10.2014, Retrieved from: http://everydaylife.globalpost.com/effects-
behavior-modification-inclusion-classroom-28925.html
ADMIN· JULY 22, 2011, How Can Visual Supports be Used in the Inclusive Classroom?, retrieved date:
march10.2014, Retrieved from: http://www.autism-community.com/how-can-visual-supports-be-used-in-the-
inclusive-classroom
Sick Kids & social media: Interview with Janice Nicholson,NOVEMBER 23, 2011, ?, retrieved date:
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media-interview-with-janice-nicholson
38. References
(2011),Specific Ideas for Child Care Providers to Help Children with Physical Disabilities, Retrieved date:
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providers-to-help-children-with-physical-disabilities#.U0HaNqhdW8A
N. Scott Adzick, MD (2011) Spina Bifida Facts Video, Retrieved date: march 10, 2014 Retrieved from:
http://www.youtube.com/watch?v=6Ii_v3t9hpU
March of Dimes. (2009, August). Spina bifida, , Retrieved date: march 10, 2014 Retrieved from:
http://nichcy.org/disability/specific/spinabifida
Spina Bifida(2013)Centers for Disease Control and Prevention, , Retrieved date: march 10, 2014 Retrieved
from: http://www.cdc.gov/ncbddd/spinabifida/facts.html
Spina Bifida(2009), Retrieved date: march 10, 2014 Retrieved from:
http://www.youtube.com/watch?v=CldPx9EwYAc
Living With Spina Bifida(2013) Centers for Disease Control and Prevention, ), Retrieved date: march 10,
2014 Retrieved from: http://www.cdc.gov/ncbddd/spinabifida/living.html
Mayo Clinic Staff,1998-2014 Mayo Foundation for Medical Education and Research., Symptoms, Retrieved
date: march 10, 2014 Retrieved from: http://www.mayoclinic.org/diseases-conditions/spina-
bifida/basics/symptoms/con-20035356
Christian Nordqvist,(2011)What Is Spina Bifida? What Causes Spina Bifida? ), Retrieved date: march 10,
2014 Retrieved from: http://www.medicalnewstoday.com/articles/220424.php
39. References
Lucie Westminster,(2011) Adaptations for an Inclusive Classroom, Retrieved date: march 10, 2014 Retrieve
from: http://www.ehow.com/info_8346921_adaptations-inclusive-classroom.html#ixzz2y9R8fmvc
Dawn Villarreal,(2014), Finding friends for your special needs child, , Retrieved date: march 10, 2014
Retrieve from: http://www.oneplaceforspecialneeds.com/main/library_finding_friends.html
Spina Bifida & Hydrocephalus Association of Ontario(2011), Retrieved date: march 10, 2014 Retrieve from:
http://www.sbhao.on.ca/programs-services/care-and-support/parent-support
Deborah Elbaum, M.D.,(2010) Teaching Your Child about Peers with Special Needs, Retrieved date: march
10, 2014 Retrieved from: http://www.care.com/special-needs-teaching-your-child-about-peers-with-special-
needs-p1017-q598.html
Jessica Cook, eHow Contributor,(2012), Classroom Strategies for Students with Physical Disabilities,
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