CASE STUDY #2: Rachel in the preschool class
This assignment provides you an opportunity to learn how to complete a “Program Plan” for a child diagnosed with an exception. The student will learn, in-depth, about working with a child diagnosed with Cere
al Palsy.
A case study is not a simple one-line answer. I want you to think of it as if you are planning a specific program for the individual/specific child being presented in the case study. A case study is defined as: An intensive analysis of an individual unit (as a person or community) stressing developmental factors in relation to environment. So, for the purposes of this course, the environment is the day care or educational classroom. You are analyzing from the perspective of a professional ECE teacher. You are looking at the specific child and their individual learning needs. You are planning interventions based on the present development of the child in question; who is also diagnosed with a specific exception; and planning to work the child up to the next developmental stage. You will approach each of these cases from the perspective of the Developmental Approach to Programming (DAP) Please do not think that you provide simple, one line answers. This is to be an IN-DEPTH STUDY of each child's situation.
Objective of this Assignment:
To: Assist the student to apply the Developmental Approach to Programming (DAP) theory to a “real-life” situation. This will develop work-skills that are required to work effectively, in a day care, nursery or pre-school aged school program. Ensure you include the DAP theory in the body of your work, so that the reader knows you are aware of and understand the principle elements of DAP.
This assignment relates to the following Course Learning Requirements:
CLR # 1, 2, 3, 4, 5, 6 and 7
EES # 1, 4, 5, 7 and 10
Case Study
AGE: 3 Years old
Rachel has attended the preschool program for 2 months. Prior to attending preschool Rachel was at home with her mother and younger
other. Rachel’s mother has returned to work. Both Rachel and her
other are attending the childcare program.
Rachel was born 2 months premature. She remained in the hospital for 1 month after her birth.
During this time Rachel was diagnosed with cere
al palsy due to trauma during delivery. The classification of Rachel’s cere
al palsy is hemiplegia. Rachel generally will complete tasks using the unaffected side of her body which is her right side. She loves school and participates in all aspects of the program. The teachers are nervous about letting her run around in the gym and afraid she will fall and get hurt. Her mother on the other hand would like Rachel to participate in activities in the gym.
The physiotherapist has prescribed several stretching exercises for Rachel to keep the left side of her body relaxed and to prevent her leg and arm muscles from contracting. The therapist would like these exercises to be completed at home, but also at least once at school. However, the PT indicates there are many ways her exercises/stretches can be integrated throughout the program. She has given demonstrations to the teachers on the appropriate way to help Rachel with the exercises. The exercises take about 10 minutes to complete each day. Rachel wears splints in her shoe to prevent her heel from contracting, keeping her heel flat on the ground.
Rachel does experience some difficulties with regular daily routines such as dressing for outdoor play, eating snack and lunch. Her plate and bowl tend to move across the table and this is difficult for Rachel having the use of one hand only to control the dish. It is difficult for her to dress with only one hand as well. How can the ECE help?
The children in Rachel’s class are curious about her movements, “that thing in her shoe” and why people come to visit her (therapists). The teachers tell the children quietly, “It isn’t polite to ask those questions.”
Which area of risk describes Rachel’s prematurity; choose only one of the following and tell me why you chose it: “environmental, biological or established?” (1)
Explain the classification that describes Rachel’s form of Cere
al Palsy. (2)
Are there any environmental adaptations that are needed in Rachel’s classroom? Check the index in the textbook to locate this information, as well as on-line research. (2)
How can Rachel’s exercises be incorporated into the full, day program in an inclusive manner? (4) Here is a 4-point question, so please think of and describe four different ways the exercises can be incorporated into the program.
What would you suggest could effectively help the teachers with their fears about Rachel getting hurt and respecting the mother’s and Physiotherapist’s wishes that Rachel be involved in gym activities? (2)
What modifications would help Rachel to eat independently at lunch and dress independently for outdoor play?(2)
How might you answer the questions the children have about Rachel? Be specific. (2)
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Area of risk
Identifies one area of risk that described Rachel’s Prematurity
Describes and justifies why this risk was selected.
Identifies one area of risk that described Rachel’s Prematurity
Describes why this risk was selected.
States one area of risk that described Rachel’s Prematurity.
Classification
Explains the classification that describes Rachel’s form of cere
al palsy.
Provides reference for the classification and description.
Explains the classification that describes Rachel’s form of cere
al palsy.
States the classification that describes Rachel’s form of cere
al palsy.
Environmental adaptation
Lists potential areas of adaptation that are needed for the classroom
Provides additional information with on-line research to support the needs
Lists a few potential areas of adaptation that are needed for the classroom
May additional information with on-line research to support the needs
Lists potential areas of potential adaptation that are needed for the classroom
Incorporations exercises
Provides ways that Rachel’s exercises can be incorporated into the program in an inclusive manner.
Justifies the exercises with examples based on course content, experience, or research.
Provides ways that Rachel’s exercises can be incorporated into the program in an inclusive manner.
Justifies the exercises with examples based on one or more resources
Provides ways that Rachel’s exercises can be incorporated into the program in an inclusive manner.
Advise to teachers
Provides advice to support teachers with their fears about Rachel getting hurt.
Provides advice on how best to respect the mother’s wishes that Rachel be involved in gym activities.
Suggest a ways to support the teachers with their fears about Rachel getting hurt May also provide advice on means to respect the mother’s wishes that Rachel be involved in gym activities.
Suggest a ways to support the teachers with their fears about Rachel getting hurt wishes that Rachel be involved in gym activities.
Modifications
Provides multiple modifications that can help Rachel to eat independently at lunch and dress for outdoor play.
Justifies and provides examples on these modifications
Provides a few modifications that can help Rachel to eat independently at lunch and dress for outdoor play.
May Justify and provides examples on these modifications
Provides too few modifications that can help Rachel to eat independently at lunch and dress for outdoor play.
May not Justify or provide examples on these modifications
Telling children
Provides multiple ways you answer these questions the children have about Rachel.
Justifies the strategies suggested
Provides a few ways to answer the questions the children have about Rachel.
May Justifies the strategies suggested
Provides a few ways to answer the questions the children have about Rachel.