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Inclusive teacher
Assessment Task 2:
Report - 2000 words
Assessment 2
Introduction
This report critically examines Steves strengths, interests and learning needs. This
information has been used to create learning programme to support Steve during his
time in care and at home. He attends an early learning centre in Melbournes northwestern suburbs three days a week. This centre implements an emergent
curriculum, based on the childrens developing interests. The national quality
standards outlies that educators must create a curriculum that enhances each
childs learning and development (Australian Childrens Education and Care
Authority, 2012). Steve was diagnosed with Autism in 2013. Steve has just
celebrated his 4th birthday, At home he lives with his mum and dad in a small
apartment with no backyard. Steves extended family lives in New Zealand, this
means mum and dad work different shifts at work to ensure Steve has a caregiver
home on the days he does not attend childcare. Steve always has a car, a train or a
plane in his hand during play and sleep times while he is in care. Steve has contact
with an occupational therapist and is funded by Noahs Ark to have an aide to
support him while he is in care, his educators have contact with both of these
external providers to help develop consistent strategies.
Strengths, interests and learning needs
Strengths
Recommendations
Inclusive teacher
Assessment Task 2:
Report - 2000 words
reinforcement.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
concentration.
Steves Interests
Transport, anything with wheels or that moves, he prefers small cars, trains or
planes that he can fit in his hand over large objects.
Inclusive teacher
Level 1: the
right to food,
meal times
shelter,
warmth
(clothing) etc;
Assessment Task 2:
Report - 2000 words
agency.
at meal times
awareness of healthy
on
Level 2: the
right to
physical safety
and supported
avoiding
Children engage in
learning relationships
external
dangers and
things that
might harm:
furniture
environments
safety, security
and protection;
Level 3: the
right to love,
enjoyable interactions
affection, care,
attention,
verbal language
closeness to
Children engage in
Inclusive teacher
another
person;
Assessment Task 2:
Report - 2000 words
Children use language
and representations from
interest
meaning
Level 4: the
right to feel
valued by
environments
others, to be
planes.
accepted,
appreciated
and have
status;
encourage Steves
achievements
achievement
continuously developing
strategy.
difficult
Inclusive teacher
Assessment Task 2:
Report - 2000 words
Level 5: the
right to realise
ones potential
explore ideas
Maslow calls
skills
this selfactualisation
toilet training.
connected to others
Children engage in
increasingly complex
sensory motor skills and
movement patterns
Inclusive teacher
Assessment Task 2:
Report - 2000 words
the educators lunch break around the times that Steve is asleep, so this adds more
one on one time while he is awake.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
food and explore the texture many increase the likelihood of consumption, mixing
new foods with food the child enjoys can also help (Autism Speaks, 2013).
Language development:
It is not uncommon for children with autism to have language delays (Cohen, &
Volkmar, 1997). The use of action songs and hand rhymes can help to increase
childrens language skills (Fellowes & Oakley, 2010). Steve also has a second
language at home, having some phrased used in Marwari. The effects of being in a
bilingual environment have not yet been fully researched for children with ASD,
however this did not seem to change the rate at which language was develop
positively or negatively (Hambly & Fombonne, 2012). Educators will continue to use
familiar words with Steve in both English and Marwari.
Educators must sing simple songs and anticipate Steve will sit through one or two
songs rather than a whole group time for example. Song cards are useful to help
Steve make choices about which song he would like to sing, giving him two choices
of recognisable songs. There are many websites and applications that offer these
cards http://autism-visuals.com/ for example have created an app, that can be
downloaded on phone or tablet, meaning it is portable and can be taken anywhere.
The use of picture cards gives choice and can help to develop Steves non-verbal
communication skills.
Social interactions:
Australian Childrens Education and Care Authority, (2012) states that Every child is
supported to participate in the program. Steve, has shown some interest in social
interactions with his peers as recorded in observation 5. Children with autism display
many antisocial behaviours, as they are not sure how else to interact with their
environment (Kamps, Leonard, Vernon, Dugan, Delquadri, Gershon, & Folk, 1992).
Educators are working on demonstrating appropriate responses in small group
settings, for example in observation 6, Steves educator could have given him a soft
ball, this is an appropriate toy to throw and would have been able to allow Steve to
have simple interaction with his peer. This is where having a funded educator helps,
someone extra to help guide Steves interactions with his peers and create positive
associations with small group play situations based on Steves interests.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
Research has been undertaken into the use of Social Stories. These stories that
describe social situations, skills and knowledge and put them into a speficially
designed format that explains the concept or cues. There has been a positive
correlation between the use of these stories and the social development of children
with ASD (Karkhaneh, Clark, Ospina, Seida, Smith, & Hartling, 2010).
Steve is learning how to play and interact with his peers and his environment. It is
the educators role to help guide Steves interactions positively, in consultation with
his occupational therapist and his parents to present consistent approaches to his
learning and development. Steve will continue to develop his skills with this
guidance. Educators plan and implement programs for all children based on their
developing interests and skills, regardless of gender, ability, race or religion. This
means Steve will be supported as any other child would to meet their full potential.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
References
Australian Childrens Education and Care Authority (2013) National Quality
Standards. Retrieved from: http://www.acecqa.gov.au
Australian Government Department of Education, Employment and Workplace
Relations (2009). Belonging, Being and Becoming The Early Years Learning
Framework: Australia.
Autism Speaks (2013). Seven Ways to Help a Picky Eater with Autism. Autism
Speak Inc. retrieved from: https://www.autismspeaks.org/family-services/health-andwellness/nutrition/seven-ways-help-picky-eater-autism
Bandini, L. G., Anderson, S. E., Curtin, C., Cermak, S., Evans, E. W., Scampini, R. &
Must, A. (2010). Food selectivity in children with autism spectrum disorders and
typically developing children. The Journal of pediatrics,157(2), 259-264.
Berk, L. (2013). Child Development, 9th edition. USA: Pearson Education.
Cicero, F. R., & Pfadt, A. (2002). Investigation of a reinforcement-based toilet
training procedure for children with autism. Research in Developmental
Disabilities, 23(5), 319-331.
Cohen, D., & Volkmar, F. (1997). Autism and pervasive developmental
disorders. John Wiley & Sons, Inc, New York.
Department of Education and Early Childhood Development. (2009). Victorian Early
Years Learning and Development Framework; For Children Birth to Eight Years.
Victorian Curriculum and Assessment Authority.
Dissanayake, C., Green, C. & Tennison, O. (2013) Autism spectrum disorder (ASD)
Raising Children Network (Australia) Limited. Retrieved from:
http://raisingchildren.net.au/articles/autism_spectrum_disorder_overview.html
Fellowes, J. & Oakley, G. (2010). Language, Literacy and Early Childhood
Education. South Melbourne, Victoria: Oxford University Press.
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on
language development in children with autism spectrum disorders. Journal of Autism
and Developmental Disorders, 42(7), 1342-1352.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon,
B., & Folk, L. (1992). Teaching social skills to students with autism to increase peer
interactions in an integrated firstgrade classroom. Journal of Applied Behaviour
Analysis, 25(2), 281-288.
Karkhaneh, M., Clark, B., Ospina, M. B., Seida, J. C., Smith, V., & Hartling, L.
(2010). Social Stories to improve social skills in children with autism spectrum
disorder: A systematic review. Autism, 1362361310373057.
Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with
autism: The effects of video modeling. Journal of Developmental and Physical
Disabilities, 19(4), 291-303.
Nice, K. (2015). Lecture notes 9/05/15. Federation University.
Inclusive teacher
Assessment Task 2:
Report - 2000 words
Appendix
Observations
Observation 1:
Steve walked over to the afternoon tea trolley and pointed to the custard, he placed
his hand on the custard while looking at his educator. Do you want some custard
Steve? his educator asked. Steve continued to touch the custard. His educator
poured some custard into a bowl and placed some peaches in with the custard Steve
followed his educator to the table and sat down. He picked up the spoon and put it
down on the table, he put his hands into the custard and began putting his hands to
his mouth and eating the custard. Steve looked at the peaches, he picked up a
peach and held it to his mouth. Steve sniffed the peach and then put it back into his
bowl. Steve continued to eat the custard avoiding the peaches in the bowl.
Interpretation:
Steve clearly communicated his desire to his educator. He shows an understanding
that his needs will be met when the he asks. Steve is able to feed himself with his
hands. Steve engages his sensory capabilities, when he attempts the peach before
deciding he didnt want to eat that.
Observation 2:
Steve sat at a table outside holding his train up close to his face. Spencer, Spencer
he said talking to his train.
Interpretation:
Steve demonstrated that he has knowledge about the Thomas trains he can name
them and enjoys interacting with his trains. This is a clear interest.
Observation 3:
Steves educator approached Steve with a piece of paper and textas while he was
sitting at a table playing with his trains. She placed a texta in Steves hand and
Inclusive teacher
Assessment Task 2:
Report - 2000 words
asked him to draw a picture for his mum. Steve looked at the texta and made a few
marks on the page, holding the texta with a palmer grip. He then looked at the tip of
the texta again and put it in his mouth. Steves educator took the texta out of Steves
mouth and passed him another colour, he made a few marks on the page before
looking at the tip of the texta and putting it in his mouth. This happened with twice
more, with the next colour Steves educator passed him, he put it straight to his
mouth. This happened twice more before Steve walked away.
Interpretation:
Steve explores experiences using this senses. He is able to make marks on the
page for short periods with guidance and support from his educator.
Observation 4:
Steve walked in with his mum during group time. He scanned the room, looking at
his educators, he then smiled. His mum came and joined the group, sitting on the
floor. Steve started to walk towards the outside door. His mum called him. He looked
back over his shoulder. Steve stopped. Turning to face the group. He watched the
group (and his mum) singing. Steve turned back to the door and ran outside.
Interpretation:
Steve feels safe and comfortable on drop off, he knows where he would like to play
and happily makes his way to the yard. Steve is aware of his surroundings and
responds to his name.
Observation 5:
Steve looked at his peer, who was facing away from him. He continued to look at
them, trying to gain their attention. The child did not turn around. Steve picked up a
handful of sand and threw it at his peer. She stood up and turned around and said,
stop Steve. Steve smiled, his peer brushed the sand off herself. Steve picked up
another handful of sand and threw it at his peer. She ran away. Steve smiled picking
up another handful of sand. His educator intervened and stopped Steve from
throwing the sand. The girl returned to her play Steve ran up to her and went to pick
Inclusive teacher
Assessment Task 2:
Report - 2000 words
up another handful of sand. His educator stopped him, the other child went to play
somewhere else
Interpretation:
Steve is beginning to want to connect with his peers, he is learning how to gain their
attention.
Observation 6:
Steve walked into the room, he picked up a catalogue of teaching resources from the
art shelf. Steve sat on the floor and began to flip through the pages. Steve found a
page with a Lightening McQueen couch. Steve stoped flipping the pages and looked
at that page. 10 minutes later Steve was still sitting on the floor looking at this page.
Interpretation:
Steve follows his interests with enthusiasm and concentration, he is able to spend
extended periods exploring his own interests.
Inclusive teacher
Assessment Task 2:
Report - 2000 words