CHCECE021 - Implement strategies for the inclusion of all

Assessment -1

Work in partnership with families to provide appropriate education and care for children

Assessment Task 1
Creating a welcoming environment

When working in an Education and Care setting, it is important to create a welcoming environment for all families. To create a welcoming environment, Educators must first establish a partnership with families, and understand the importance of maintaining effective relationships with families and children. Early Childhood Education and Care services highlight the importance of building strong partnerships with families through Quality Area 6 of the National Quality Standard. Quality Area 6 focuses on forming respectful and supportive relationships with families, supporting families in their parenting role and developing links to community and support agencies.

Underpinning Quality Area 6 is Principle 2, Partnerships, in the Early Years Learning Framework. This principle recognises that learning outcomes are most likely to be achieved when Educators work in partnership with families. Creating an environment which supports two way communication, respects diversity and engages the community promotes a child's sense of being, belonging and becoming.

Refer to the following resources to complete the questions below:
- Belonging, Being and Becoming - Early Years Learning Framework
- Guide to the National Quality Standard, 2011
- ECA Code of Ethics, www.earlychilhoodaustralia.org.au

1.1 Principle 2 of the Early Years Learning Framework focuses on Partnerships. Suggest 5 characteristics of effective and collaborative partnerships.

1.2 Working in partnerships with families requires you as an Educator to build secure and respectful relationships with both families and children. There are principles and practices in the Early Years Learning Framework which underpin the value of family/educator relationships. The value of family/educator relationships is also recognised in Quality Area 5 of the National Quality Standard. It is also important to focus on the importance the ECA code of ethics plays when building family/ educator relationships and partnerships.
a. Refer to National Quality Standard 6.1 and reflect on how you as an Educator can develop and maintain respectful and supportive relationships.
b. Refer to National Quality Standard 5.1 and reflect on how developing relationships are crucial for a child's sense of being, belonging and becoming.
c. Refer to the ECA code of ethics and reflect on the practices you can use to create a welcoming environment for families.

1.3 Refer to the following resource to complete this task (1.3a-d):
- NQS PLP e-Newsletter No.35 "Collaborative partnerships with families

Read the article written by Ann an Educator at Yooralla Narre Warren and answer the following question:
a. How has Ann established a partnership with families at the service?

Read the article written by Janini an Educator at Glen Eira and answer the following question:
b. How has Janini created a welcoming environment for families?

Read the article written by Rukmini a Director from Caulfield and answer the following question:
c. What ideas has Rukmini suggested to build and extend on partnerships?

Read the article written by Kristy an Educator from Glen Eira and answer the following questions:
d. What practices has Kristy used to respond to the grandfathers concerns?

Assessment Task 2

Communicating with families and sharing information

To support children's learning, as an Educator you need to have an understanding of children in the context of their family, culture and community. When Educators work in partnership with families and recognise the importance of family culture and community, they are able to support and nurture children by providing meaningful experiences.

Another aspect of building partnerships is ensuring that families are provided with current information in regards to the service, and any information that may affect the health and safety of their child. It is important to discuss and share this information promptly and sensitively to ensure that you communicate openly and honestly. Any information which the service provides must be readily available, and easy to read in the main languages used in the local community and in the home environment.

2.1 Element 6.2.1 of the National Quality Standard acknowledges that the expertise of families is recognised and they share in decision making about their child's learning and wellbeing.
Refer to this Element and suggest 2 ways Educators can encourage families to share their knowledge, skills and aspects of their life and culture.

2.2 Element 6.1.3 of National Quality Standard requires that services make current operational information available to families. Refer to National Regulation 173, and list what information must be displayed in regards to how the service operates.

2.3 Give 2 examples of other types of information a service may have on display for families.

Read the following scenarios and answer the questions that follow:

Expectations
2.4 Rina (2.10 years), who is an only child, attends a centre three days per week. She is bright and bubbly, and engages in a wide range of experiences. Rina relates well to both adults and her peers, and you have no concerns in relation to her development.

Her parents, Nazneen and Nial, both have demanding jobs. Nazneen is a qualified Occupational Therapist and work three days per week, and Nial is in his final year of medicine and works long hours.

Nazneen has very high expectations of Rina and is keen for her to excel academically. Nazneen has told you she works with Rina each evening teaching her the alphabet, counting, colours and shapes. She is concerned that Rina doesn't pay attention to these lessons and always wants to play with her dolls. Nazneen asks if she should have Rina assessed because she thinks she might be ‘slow'.

a. What might account for the very different perceptions of Rina's development?
b. What strategies could you implement to address Nazneen's concerns?
c. In this scenario, what are the benefits of collaborating with Nazneen and her husband when developing learning goals for Rina?

My daughter Ava

2.5 ‘Ava is almost three. She attends a child care centre near my office. It's great because I can pop in and have lunch with Ava a few times a week. The staff always make me feel welcome. The centre has a sound academic program which I think is very important, this week they are learning about snails.
They also have an excellent music program which Ava loves. I want Ava to have a wide range of experiences and a good all round education so that when she leaves school she can make sound choices about her future.'

a. Explain how this scenario describes a positive partnership with Ava's mother.
b. How could Educators involve Ava's mother in curriculum planning and goal setting for Ava?

The accident

2.6 John, who is almost three years old, loves to climb up on chairs and pretend he is a superhero. One day whilst in the toddler room, John climbed up on a chair jumped off and landed awkwardly on his foot. John cried and appeared to be in pain. The Educators removed Johns shoes and socks and applied a cool compress to his ankle however it had appeared to be slightly swollen.

The Educators called John's mother who came and took him to the hospital. John had sprained his ankle, and was absent from the service for a week. When John returned, the Educators and his mother discussed how they could support John's interest in superheroes and keep him safe at the same time.

a. Describe two experiences you could provide to support Johns interest while keeping him safe.

b. What joint discussions could the Educators and his parents have with John about safety in the centre and at home?

Unhappy

2.7 Mrs. Brown, the parent of an 11 month old withdrew her child from the centre without any explanation after four months in care. Another parent tells the Director she and the family have a mutual friend who said the family was unhappy that there seemed to be a different Educator in the room every day.
The child's Educator had been on extended sick leave and there had been several casuals covering her absence. Due to her absence, there were several changes in the roster which led to a series of staff working the early and late shift.
The Director had not informed parents of the reason for the many changes in staff.

a. What information should have been provided to parents?

b. What alternative strategy could have been put in place to cope with this team member's absence (give a reason for your suggestion)?

Adanna's needs

2.8 ‘I arrived in Australia six months ago with my husband and three children who are one, two and three years old. We need care for our children while we go to English classes. We do not speak much English, and have many questions about what to expect from an Education and Care service. We find that there is always a communication barrier due to the limited English we speak.'


a. How can the service support Adanna and her family?

Policies
2.9

Carly (2 years) and her family have been attending the service for 6 months. Her mother, Kristy, has been asked to attend a meeting in regards to an upcoming audit the service will be participating in. The Director would like to gather feedback from parents in regards to operation of the service, policies and procedures and program planning. Kristy has many things she would like to discuss. She values that the service is proactive in their approach to improve the standards and quality of education and care provided.

a. Why is it important that families are given an opportunity to contribute to service decisions?
b. Reflect on the ways you as an Educator can encourage families to contribute to the centre policies, procedures and operations.

Assessment Task 3 - Community engagement

Building partnerships with communities and other services helps to support children's learning and wellbeing.
Your role as an Educator is to see families in the context of community and the wider the society. This can be achieved through open communication and collaboration between the service, the family and other professionals within the community.

Refer to the following resource on the USB to complete this task:
- NQS PLP e-newsletter No.47 "Community Engagement" Read page 1 of the resource and answer the following questions:

3.1 Reflect on your role as an Educator and list the members of the local community you could engage or form relationships with.

3.2 Suggest 2 ways you could build partnerships with the members of the community you have listed above.

3.3 Refer to the Early Years Learning Framework, Learning Outcome 2, and reflect on how promoting a sense of community within the service benefits children.

Read the article: Working with community at Forbes Preschool, page 4 of the NQS PLP e-newsletter No.47 "Community Engagement", and answer the questions below.
3.4 What strategies has the preschool used to engage local Aboriginal families?

3.5 How has the preschool built a relationship with the Aboriginal community?

Assessment Task 4

Provide information about community services and resources

Your role as an Educator is to ensure you are able to support and assist families by providing them with appropriate and relevant resources. Community services agencies have a number of resources to support parenting and family wellbeing, and should be made available to all families.

4.1 National Quality Standard 6.3 recognises how the connection between family, community and the wider society enhance a child's learning and wellbeing.

Referring to National Quality Standard 6.3, reflect on your role as an Educator and suggest how you can provide information about community services and resources to families and parents.

4.2 Research three community service agencies or resources in your local community that could be of interest to families.
Some examples of community services agencies or resources you can research:
- Child protections agencies
- Early Childhood Intervention Services
- Family support agencies
- Health professionals

Support for Paul
Paul's a single father, he has a 1 year old daughter and 3 year old son in care. Paul works full time, and his children attend the service full time. He is finding it difficult to work long hours then pick up the children on time and he is also struggling to cope with the demands of being a full time single parent and full time worker.

4.3 What support can be offered to Paul and his children?

Assessment Task 5

Case Study - Harry

Read the attached case study and answer the questions that follow.

Orientation Part I: All about Harry

5.1 Identify the Element from National Quality Standard 6 which applies to this scenario.

5.2 Identify the practices demonstrated in this scenario that have assisted in creating a welcoming environment.

Orientation Part II: Getting to know you

5.3 Identify the Element from National Quality Standard 6 which applies to this scenario.

5.4 How has Zennie demonstrated the principles and practices of the Early Years Learning Framework?

5.5 How has Zennie Involved Harry's parents in the decision making role?

Orientation Part III: Belonging

5.6 Identify the Element from National Quality Standard 6 which applies to this scenario.

5.7 How does engaging with local community members benefit children's learning and development?

Assessment -2

Implement strategies for the inclusion of all children

Assessment Task 1

Inclusive practice in Early Childhood and the National Quality Framework

Refer to the Australian Human Rights Commission website listed below to answer the questions:

1.1 What does the term "discrimination" mean?

1.2 What does the term "inclusion" mean?

1.3 What is the aim of the Disability Discrimination Act (1992) and how does this apply to your role as an Educator?

1.4 What is the aim of the Racial Discrimination Act (1975) and how does this apply to your role as an Educator?

Refer to the Position Statement on the Inclusion of Children with a Disability in Early Childhood Education and Care on your USB and answer the questions below.

1.5 What is the purpose of the position statement?

1.6 List the 7 principles which are relevant to young children with a disability in Early Childhood Education and Care.

1.7 What are the requirements of service providers, Educators and support professionals when including children with a disability?

1.8 Give 2 examples of how governments or organisations can help families support their children's learning and development.

 Refer to the following documents to complete the following questions:
- Early Years Learning Framework, 2009
- Guide to the National Quality Standard, 2011
- ECA Code of Ethics
1.9 How does the Early Years Learning Framework define ‘inclusion'?

1.10 Refer to the Early Years Learning Framework and give 2 examples of how Educators can promote inclusion in relation to the Principle's listed below.
a. High expectations and equity
b. Respect for diversity

1.11 Refer to the ECA Code of Ethics and reflect on how you can:
a. Promote inclusion and participation
b. Promote, support and respect diversity
c. Discuss the issue of fairness with children

1.12 Refer to Element 1.1.5 of the National Quality Standard and reflect on how your service uses inclusive practices in the program to support all children to participate.

1.13 Refer to Element 6.3.3 of the National Quality Standard and reflect on the following:
a. Give an example of how your service can work in partnership with families and other services within the community to promote inclusion.
b. Give 2 examples of how you can develop your own professional knowledge in regards to inclusion support.

Assessment Task 2 - Consultation with others

Working with children with additional needs requires a team effort. For this task you are required to investigate the processes used in an Early Childhood Education and Care service to plan for and meet the needs of children with additional needs. These processes are usually outlined in an inclusion policy.

Refer to the example inclusion policy listed below or your workplace's inclusion policy to answer the following questions:

2.1 What is the purpose of an inclusion policy?

2.2 List 3 commitments/values a centre might include in an inclusion policy.

2.3 List 2 industry documents, regulations or standards that could be included in and related to a centres inclusion policy.

2.4 An approved provider is a person granted approval to provide Early Childhood Education and Care. List 3 things an approved provider is responsible for in regards to providing an inclusive and equitable program.

2.5 List 2 responsibilities a parent/guardian must be aware of in regards to an inclusion policy.

2.6 Consider your centres or any centres orientation process and describe how you could identify the additional needs of a child.

Assessment Task 3 - Identifying children with additional needs

A barrier to learning can be a result of an additional need which can be related to behavioural, social and emotional or ability difficulties. There may also be genetic or prenatal influences, environmental factors such as socioeconomic or family status or difficulties may arise due to poor health or as a result of an accident.

3.1 In your own words, what is a barrier to learning?

3.2 Define your understanding of the term additional needs.

3.3 List the circumstances or conditions which might result in children having additional needs.

3.4 Give 5 examples of characteristics or behaviours which may be related to an additional need.

3.5 Read the following scenario and information about Curtis and answer the following:

Curtis (4.3yrs) is described as having a general developmental delay. His language and motor skills are age appropriate but he has poor social skills, is extremely impulsive, finds it difficult to stay on task and generally engages in a range of disruptive behaviour's. These behaviour's often result in other children laughing at him which serves to reinforce his inappropriate behaviour.

Observation 1
Date: 12/03/xx
Setting: Indoor Play Time: 9.30 am
Curtis walks to the puzzle table, selects a puzzle and sits down. He immediately tips the puzzle out and attempts to put it back together. He does not turn all of the pieces over and appears to randomly select a piece and tries to make it fit. When the piece does not fit he throws it on the floor. Throughout this process Curtis begins to talk to himself. With each piece of puzzle that he fails to place, he gets louder. Ebonie (4yrs) sitting next to Curtis says, ‘Curtis, don't throw the pieces on the floor. That's naughty!'

Observation 2
Date: 12/03/xx
Setting: Morning Tea Time: 10.40 am
Curtis joins a group of three other children who are seated at a table talking to Fleur the Educator about a game they are playing with sorting cards. He bangs his hands, palm down on the table several times and looks around at the other children.
Fleur: ‘Curtis, that's too noisy. It's quiet talking time now'
Curtis looks at Fleur and bangs his hands on the table again and then pushes back his chair and runs to the block corner. He throws himself on the floor and starts to kick the blocks.

a. Identify Curtis's barrier/s to learning.
b. Identify Curtis's additional need and its requirements.
c. Suggest 4 strategies that Fleur could use to address and overcome Curtis's barrier/s to learning.
d. Who could Fleur discuss these strategies with?
e. How can Curtis's barriers to learning impact on Fleur's role as an Educator?
f. What processes could be used to review Curtis's progress?

Assessment Task 4 - Supporting children with additional needs

To be able to support a child with additional needs, you need to have an understanding of the range of conditions and circumstances that a child may have. In understanding these needs, you can then develop and implement strategies that encourage participation and promote inclusive practices.
Refer to the following website to assist with the scenarios below:
- Noahs Ark -
- Siblings Australia -

4.1 In each scenario below, identify the additional needs and suggest a strategy/short term goal to support the child's needs.
Kyle

Kyle, 4.5 years old has recently been diagnosed with Attention Deficit Hyperactive Disorder (ADHD). Kyle can find his emotions difficult to manage and often has aggressive outbursts. One afternoon Kyle was on the play equipment with one of the other children. The other child stood above Kyle on the equipment and said "I can climb higher than you". Kyle pulled the other child off the play equipment and the Educator quickly intervened and asked "Kyle why did you do that?" Kyle replied, "No! I am better!" The other child was crying as he got a fright after falling off the equipment. The Educator sat and comforted the child. The Educator attempted to explain to Kyle why his friend was upset and Kyle went to push the other child again. The Educator picked the other child up and walked away from Kyle.

Identify and describe Kyle's Additional Needs

Short Term Goal/Strategy

Nala
Nala is 4 years old. She and her family immigrated 3 months ago from a small African country. Her father works in a factory and her mother is at home with a new baby. The family speak and understand only a small
amount of English. Nala has just started childcare and attends two days per week. After her third week Nala told her mother that she no longer wanted to attend. After some gentle questioning, her mother discovered that Nala was finding it hard to make friends and is being excluded because she was having trouble understanding the other children. Nala's mother decides to keep Nala at home for the day and calls the centre to make an appointment for her and her husband to talk to Nala's teacher.

Identify Nala's Additional Need and its requirements
Short Term Goal/Strategy

Bonnie
Four-year-old Bonnie attends the local early learning centre 3 days per week. Bonnie has a younger sister, Zara 2 years at home who has cystic fibrosis. Her father works full time and her mother cares for Zara full time. The days Bonnie is not in care, she spends a lot of time at the hospital with her mum and sister. Bonnie likes helping out with Zara, but has told the Educators that she is tired and never gets to spend much time with her friends.

Identify Bonnie's Additional Needs and its requirements
Short Term Goal/Strategy

4.2 The table below provides examples of children with additional needs. Suggest 3 strategies you could implement to support the child's development.

Example

Strategies

A 3 year old child shows very high skill levels and interest in drawing and painting

 

A 4 year old who has Aspergers syndrome

 

A 3 year old who developmental delay in their physical development

 

Assessment Task 5 - Addressing attitudes towards additional needs

The attitude of Educators caring for children with additional needs has a significant impact on the child's sense of wellbeing and self-worth.

Jennifer: Attitude of exclusion
Jennifer believes that Lexie, (3 years 6 months) who has a global developmental delay should be attending a special education preschool. Lexie is functioning at a cognitive age of around 2 years. She walks with an awkward gait and is still toilet training. She has a short attention span and likes to go into the bathroom and play with the taps. Jennifer does not believe that Lexie should be enrolled at the preschool because ‘she takes up too much time and it's not fair to the other children.'

Suggest the impact that Jennifer's attitude may have on:
a. Lexie
b. Other children
Liz
Educator Liz thinks that ADHD is just a convenient label for parents who can't be bothered to discipline their children. She tells her colleagues that ADHD children just need a bit of firm management to ‘fix the problem'.
c. Explain how Liz's opinion does not promote inclusivity.

Assessment Task 6

Case study - Support for Mia

Read the attached case study in relation to providing support for Mia, and answer the questions that follow.

6.1 Apart from wheelchair access what practical issues and planning would need to be considered prior to Mia commencing at the centre?

6.2 List the additional information the Director and Educators may need to gather in relation to Mia's development and needs.

6.3 Describe what the other Educators and centre would need to do in order to prepare for Mia's inclusion into the program.

6.4 Describe how the Educators would prepare the children for Mia's arrival.

6.5 Element 3.1.3 of the National Quality Standard aims to ensure facilities are designed and adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.
In relation to inclusion support and access, how can the service meet this element?

6.6 How are the Educators being supported to meet Mia's needs?

6.7 How is the principle of partnerships with families from the Early Years Learning Framework reflected in the case study?

6.8 How can the Educators encourage the children to adopt inclusive attitudes and practice?

6.9 What strategies can the Educators implement to support and encourage Mia's participation?

6.10 How can Mia's participation in the centre community support her sense of belonging, being and becoming?

Assessment Task 7 - Strategies to encourage inclusion and participation

Read the following scenarios and answer the questions below.

Spiders
The children have expressed an interest in spiders. The Educator has decided to create a learning centre for the children to explore but she needs to allow for the children's varying ability's and interests. She has decided to set this learning centre up at the drawing table. There are different resources and materials that relate to spiders for the children to explore.
Jack (4 years 6 months) has autism. He functions quite well in the centre as long as his routine is maintained and he is given plenty of unhurried time to complete tasks. Jack has limited language and uses word/picture cards to communicate. Jack loves to draw. His drawings are extremely thorough which reflects his amazing eye for detail.
The Educator has provided Jack with a series of photographs of different types of spiders and spider webs and drawing resources, Jack examines the photos and copies some of the details.
Asher (4 years 2 months) has well developed literacy skills. He likes to research information from books and copy things that interest him into his project book. Today he has a book on spiders which he borrowed from the local library. Asher is drawing a spider and has asked the Educator to help him label the spider's anatomy. The Educator works with Asher using the reference book.
Tilly (4 years) and Maya (4 years 7 months) are playing with the figurines of spiders and are singing songs about spiders and changing the words to make new songs.
The children have been invited by the Educator to sing their song to the group at morning tea.

7.1 Identify the strategies used by the Educator that demonstrate inclusive practice.
i.e. Think about how the Educator has set up the experience to include all children.

7.2 Which EYLF Learning Outcome/s and their components are reflected in this experience?

7.3 How has the Educator promoted the children's sense of belonging, being and becoming?

7.4 Write a brief reflective journal to describe the spider experience and to reflect each child's involvement.

7.5 Why is it important to communicate these experiences to the parents in reflections?

Yasmine

Yasmine (5 years) is small for her age and is delayed in all areas of development due to brain damage at birth. Yasmine's teacher recommends to her parents that they consider another year at preschool to enable Yasmine to consolidate her growing independence and self-confidence. In consultation with Yasmine's parents, early intervention services and the local school, it is decided that Yasmine will commence a transition to school program. It is agreed that Yasmine will spend 2 hours at the school and return to preschool for the rest of the day. The period of time spent at school will be gradually increased over the two terms. The goal for Yasmine is to gradually integrate into the school setting while having the security of returning to preschool each day. The extended transition program aims to ensure that Yasmine's transition into school will be a positive experience and support her growing self-confidence and independence.

7.6 Identify the strategies used by the Educator that shows Yasmine's individual needs have been recognised and supported.

7.7 How have these strategies reflected inclusive practice?

PART A - Tom
Tom (4 years) has a mental impairment that he was born with. He has a developmental age of around 2 years, walks with an unusual gait and uses gestures and loud noises to communicate. Tom is not yet toilet trained and needs adult support with other self-help skills.
Tom loves to play with wheel toys and enjoys any types of sensory experience, particularly finger painting, wet sand and water play.
Tom is new to the centre and the preschool. Children have been curious about him, asking Cara, the Educator, a range of questions:
- Why does he walk funny?
- Why can't he talk?
- Why does he make those noises?

7.8 Explain how you would respond to the children's questions listed below to promote inclusive attitudes.

a. "Why does he walk funny?"

b. "Why can't he talk?"

c. "Why does he make those noises?"

7.9 Explain why it is important to answer the children's questions as accurately as possible (given the children's age and level of understanding).

7.10 How could the Educator support Tom's inclusion and participation into the program?

Part B - Tom: Block Play

Two children approach the Educator and say "Can you take Tom away from the blocks ‘cause he doesn't know how to build and he just knocks them down and we're building a car park."

7.11 Why should the Educator consider the child's motivation for asking Tom to be removed?

7.12 Is it a legitimate request? Explain.

7.13 How can the Educator balance Tom's rights against the needs of other children?

7.14 Why is it inappropriate to insist that Tom be included in the block play?

7.15 How could you respond to the children's request?

The Educator, Cara, reflects on the children's responses and interactions with Tom. She decides to engage the children in a discussion on fairness.

7.16 Describe how Cara could introduce this discussion - how could she introduce the concept of fairness? How could she help children to explore this concept as a hands-on experience?

Assessment Task 8

Early childhood intervention

Early childhood intervention means responding as early as possible to provide assistance for your child's developmental, health and support needs. Early intervention for children with a disability is made up of therapies and services. Therapies or interventions are program or session aimed at promoting a child's development. These therapies/interventions are offered by specialised support services known as Early Childhood Intervention Services. Early Childhood Intervention Services support children with a disability or developmental delay from birth to school entry, and their families. These services provide parents and families with the knowledge, skills and support to meet the changing needs of their child and to optimise the child's development and ability to be part of family and community life. The range of specialist services include supporting families to help their child's development, education and developmental programs, parent support, linking families to services and providing access and coordination of services such as respite.

8.1 What is the purpose of an Early Childhood Intervention Service?

8.2 Suggest three reasons why an Educator may need or wish to consult/liaise with a specialist in relation to a child with additional needs.

8.3 Fill in the table below and suggest three early intervention support services available in your community to support children with additional needs and their families. Include the name, contact number/website and range of services provided.

Research Task

To complete this task you will need to research two of the additional needs listed:
- 1 disability related additional need
- 1 cultural/family circumstance additional need
Additional need in terms of a disability
- Autism
- ADHD/ADD
- Sensory Processing Disorder
- Cerebral Palsy
- Down syndrome
Additional need in terms of culture/family circumstance
- Migrant and refugee children - families form culturally and linguistically diverse backgrounds (CALD)
- Aboriginal and Torres Strait Islander (ATSI) - educational support
- Child who has suffered from neglect or abuse

You will need to answer the questions below in regards to the 2 additional needs that you choose. There is no word limit for this task, but you need to address each of the criteria listed below.

a) Describe the additional need, including what it is and the effects on development/developmental area.

b) What strategies would you implement to support inclusion and participation?

c) What environmental adaptations/modifications would you make to meet the needs of the child?

d) What methods would you use to identify and assess the additional needs of the child?

e) What additional information and resources would you need to collect and use to develop and adapt the curriculum?

f) What support services and government agencies could you refer to families?

g) Provide a short fact sheet about your chosen additional needs to provide to your co - Educators, use the information from the questions above.

Attachment:- Assignment.rar


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