FAM1246_CaseStudy 2 (F18) 15% (1)

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Algonquin College *

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1246

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Nursing

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Nov 24, 2024

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docx

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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 Cerebral 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. 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 brother. Rachel’s mother has returned to work. Both Rachel and her brother 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 cerebral palsy due to trauma during delivery. The classification of Rachel’s cerebral 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 and once at school. 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. 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.

1. 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) Prematurity in Rachel could be described as established because no medical records established either that she was born preterm that she suffered trauma during birth. It was determined she was delivered preterm, and that her prematurity was caused by biological cause. Rachel’s early delivery made her vulnerable to head injuries which resulted in her being diagnosed with cerebral palsy two months before expected delivery. 2. Explain the classification that describes Rachel’s form of Cerebral Palsy. (2) As a result of Rachel's cerebral palsy, she is hemiplegic. In some cases, brain damage or spinal cord injuries can result in one side of the body being paralyzed. As a result, a person finds themselves weak, unable to control their muscles, and stiff. The left side of Rachel was affected by this. 3. 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) Rachel enjoys school and participates in all class activities. Planning, Equipment, and Environment should be included in the assessment of Rachel’s classroom’s environment adaption. They can all be controlled of Rachel’s educator. A child with cerebral palsy can receive a fantastic physical education lesson if plans are made ahead of time. Educators should follow a similar approach to creating an able-bodied lesson plan. When planning an adaptive physical activity lesson. Determine specific goals and objectives. For the educator to be effective with an individual with cerebral palsy. It is imperative that the educator remembers to focus on what the individual can do rather than what he or she cannot do. 4. How can Rachel’s exercises be incorporated into the program in an inclusive manner? (4) Rachel’s activity during gym class can be changed to accommodate the educator’s adjustment, to time, activity, and space. During the gym period, I will ensure she completes her exercise routine.

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Time: I will encourage other children to participate in the exercises 15 minutes into class or 15 minutes before the end of the gym class. Activity: Using Rachel’s exercise as a model, I will make an activity for the other children in the class, so that Rachel will be engaged throughout the lesson as well as everyone else. Space: If Rachel needs a wheelchair or any other mobility device, I will alter the gym class to accommodate it and make it within the other children’s space. 5. What would you suggest helping 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) It is my suggestion that the educator should make her classroom environment safe, by removing tripping hazards and any other obstacles that may compromise her safety. Falls might be prevented if close monitoring is performed, and the helmet is worn. 6. What modifications would help Rachel to eat independently at lunch and dress independently for outdoor play? (2) Rachel’s plate will not slide around on the table if she uses a sticky bottom plate and a right- handed spoon. It will be my responsibility to help her find a way to get dressed independently. Then one step at a time, I will help her through the process until she can put on her own clothes. 7. How might you answer the questions the children have about Rachel? Be specific. (2) Children's questions about Cerebral Palsy are answered by explaining what it is, how it can occur, and that it cannot be transmitted. In fact, I will even show the children a documentary or read books that feature someone with cerebral palsy participating in any activity. Children will see that people with Cerebral Palsy are capable and creative. Rachel should be included in social activities as well, as it is vital for her emotional and psychological development. It is important, however, for the other students in the class to acknowledge Rachel's situation and to be sympathetic towards her. Although Rachel is experiencing a challenging period and such support is needed, it plays an important role in maintaining a healthy lifestyle in terms of physical and emotional health

Reference: The Editors of Encyclopaedia Britannica. (n.d.). hemiplegia | Definition, Causes, & Treatment. Encyclopedia Britannica. https://www.britannica.com/science/hemiplegia

Rubric 4/3 2 1/0 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 cerebral palsy. Provides reference for the classification and description. Explains the classification that describes Rachel’s form of cerebral palsy. States the classification that describes Rachel’s form of cerebral 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.

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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.

FAM1246_CaseStudy 2 (F18) 15% (1)

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