CHCECE021 Early Childhood Education and Care

CHCECE021 Strategies for the Inclusion of all Children

This is 2 of 4 assessment tasks you Must achieve a (S) satisfactory result to be deemed competent. This task required you to write an Inclusion Support Plan report which is made up of three parts, Part A, Part B & part C. Student must complete Part A, Part B & C to be deemed satisfactory for this unit.

Part A: Read the case studies below and write two strategies for each of the four case studies that could be

 implemented to best support the child & the family.

Part B: Read the case studies below and choose one (1) to complete the inclusion support plan (ISP).

• Please use the ISP template provided from the supporting document.
•  

Part C: Answer the following questions:

1. Provide two strategies that you could use to develop an inclusive curriculum that encourages the child with additional needs to participate.
2. Provide two strategies that you could use to teach children about similarities, differences, fairness and independence.

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Case Study 1

 Aaron is (4) four years old and has Down Syndrome. He enjoys reading books, listening to music and holding his “Zebra” blanket. Though he is fairly social he finds it difficult to express himself verbally but always attempts to follow the conversation. Aaron also finds it difficult to concentrate e.g. group time, puzzles. He is also frequently away with chest infections and has visited a heart/chest specialist.

Case Study 2  

Kiki is (3) three years old and lives with her grandmother. She is quiet but enjoys small group experiences; especially dramatic play. You have observed she consistently role plays “Mother’s & Father’s” with other children. During a group time with the children, Kiki states “My dad is in jail”. Later that day during pick up time you asked Kiki’s grandmother and she confirmed this situation

Case Study 3

Akira is (2) two years old. He has only been in Melbourne (with his family) for four months. His mother Aiko (At orientation) explains that they have come from Tokyo, Japan and have set up a restaurant in Melbourne. She is concerned that Akira will not settle in the room or eat, sleep etc. A week later you notice Akira is trying to speak and engage with the other children. Akira likes to play in home corner area. You speak to his parents about  your developing observations.

Students must complete the task within the permitted allocated timeframes Please make arrangements with your assessor prior to the assessment due date if you feel you require special consideration or permissible adjustments to the task (Not on the day of assessment) Students will be assessed as (S) Satisfactory or (US) Unsatisfactory for this Assessment Task Students have the right to appeal any assessment decision as per Holmesglen appeals policy Students must be observed completing all tasks and criteria outlined in the Marking Guide located in Section E of this Assessment Students deemed (US) Unsatisfactory will be provided with a re-submission within the enrolment period as per Holmesglen Conducting Assessment Procedure   Students must answer all questions correctly to be deemed (S) Satisfactory in this assessment Students are required to submit this assessment by uploading onto Bright space and/or Submitting a hard Copy with an Assessment Cover Sheet attached with all fields filled in correctly (Full and Correct Name and Student ID, NO abbreviations are permitted) This can be downloaded from the CHCECE021 Bright space site.