CHCECE021 Assessment Task 2: Report – Inclusion Support Plan

Task instructions:

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.

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.

Case Study 4

Jackson is (16) sixteen months old and has been at the service for (6) six months. Jackson likes to play with  transport activities such as cars and train sets. At times he comes to the centre hungry and has not been bathed or his clothes changed. Jackson has looked dirty and arrives without his nappy changed over the past weeks  however, you observe his mother, Casey as she appeared stressed and confused when you speak with her. 

A. Child’s interest & developmental strengths 

B. Minimum two goals

C. Timeframe for each goal

D. Roles and responsibilities of Educators

E. Specific equipment and other resources required for the child e.g. Health professionals, service environment.

F. Priority of needs e.g. what are the priorities & what to start with first.

G. Who will be involved

H. What are the expected outcome for the child