Marcus is 3.2 years old and has just transitioned into the junior preschool room. He is the youngest of three boys. His older siblings are Josh 6, and Thomas 10.

Case Example # 1- Marcus THEY SELECTED CASE STUDY 1 ONLY

Marcus is 3.2 years old and has just transitioned into the junior preschool room. He is the youngest of three boys. His older siblings are Josh 6, and Thomas 10. The family has recently moved from another province and are now living together with their grandparents. Marcus is described as soft spoken, loving, sensitive and sweet. He loves to build, and play with water and sand. Marcus’ mother is a holistic doctor and her partner is planning to return to school next fall. Marcus can use 3-4 word phrases and has just started to engage in onlooker play with his peers. Depending on the activity, Marcus may work alongside a peer, but has not been able to play socially with his peers. If Marcus is playing alongside a peer, he does not communicate if his peer takes an item he is using. He tends to point towards the peer taking his item, but would eventually continue to play with the other items he has in front of him. Marcus is almost completely toilet trained, but does have the occasional accident when he awakes from nap time. Marcus’ family are new to the community. Mom has a very busy work schedule and dad is juggling all the boy’s extra-curricular activities they are signed up for. They are currently trying to access services for Marcus with a speech and language pathologist and are not sure where to go or what funding sources are available in Ontario. The family feels these are some of the goals that Marcus should be working on.

Increase ability to be fully toilet trained.
Increase ability to socialize with peers
Increase ability to speak 4-5 word utterances.

Case Example # 2- Jordan

Jordan is a 3.5 year old with no siblings and lives with both parents equally in their homes as they are separated. Jordan attends a childcare centre full time and has a Resource Consultant supporting her, however there is no diagnosis. Jordan likes playing with blocks and in the dramatic centre. Jordan has challenges playing other children. At times if Jordan doesn’t get her way she can react by screaming and hitting others. She is unsure of proper self-regulation techniques. Jordan is unaware of her impact of her behaviours on others. Her expressive and receptive language is limited, and it is questionable how much Jordan understands. Jordan tends to get stuck on routines and if things aren’t carried out, her behaviours of screaming and hitting can carry on from the morning into the afternoon. Jordan’s parents live in different cities. They have difficulties with communicating with each other and don’t see eye to eye on what is happening with Jordan. Mom lives close to the centre and agree with the goals that Jordan should be working on. Dad thinks everything is fine and Jordan will outgrow her behaviours.

Goals that mom agrees to work on :

Increase ability to adapt to change throughout the day.
Increase ability to follow multistep directions
Increase ability to socialize with peers

Case Example # 3- Syeda

Syeda is 2.5 years old and has a diagnosis of Spina Bifida. She is the only girl in her family with three brothers (ages 8 years, 5 years and 3 months). The family has recently moved from another province and are now living together with their extended family. Syeda is described as energetic, loving, social and extremely talkative by her family. She loves cats, music, and has recently become interested in the weather. Syeda’s father is an engineer and her mother is planning to return to school next fall. Syeda is beginning to use 2-3 word phrases and has just started to take a few steps on her own. She uses an ankle- foot orthosis to help support her walking and also has a scooter board to help her move around. She is not toilet trained and relies on clean intermittent catheterization (CIC) to help her urinate. Syeda’s family speaks Arabic and English. They are currently trying to access services for Syeda and are not sure where to go or what funding sources are available in Ontario. The family provided a copy of the goals they were previously working on:

Increase ability to walk 5-6 steps
Increase ability to unbutton large buttons; unzip large zippers
increase ability to classify objects based on one dimension (eg., cars from blocks, big vs small)

Using the case example you selected, develop an individualized support plan that addresses the needs of the child and family. Your plan must include:
1. Inclusive learning environment plan (10%)
1. Embedded learning opportunities matrix (10%)
1. Community supports/services (10%)

Individualized Support Plan:

Inclusive Learning Environment (10%)
1. Imagine the child/family from your case example will be starting at your centre. Please provide a detailed plan for how you will create an inclusive environment that supports the needs of both the child and family. Your discussion must address all three aspects of the environment:
  1. Physical environment
  1. Interpersonal environment
  1. Temporal environment

Embedded Learning Opportunities (10%)
- Using the goals identified in your case example, develop a matrix to ensure individualized learning opportunities are embedded throughout the classroom routines/schedules for all the child’s goals. Each opportunity should clearly identify what the child will do, what the learning experience is, and what accommodations will support their success. SEE ATTACHED TEMPLATE.

Community Supports/Services (10%)
- Research and write-up two (2) local community agencies/ organizations and one (1) government funding source that would be beneficial to the child and family in your case example. Please ensure the agencies/organizations support young children under the age of 6 with disabilities and their families in either the Halton or Peel Region (choose one region only). You may need to contact individual agencies to gather all necessary information. Each community support/service should clearly indicate:
  - Name of the organization/agency and address
  - Clear explanation for why you selected this agency/organization/funding source. You will need to make reference to the case example and make clear connections to the specific supports/services each agency/organization can provide
  - Costs to families? How much?

	Goal # 1:	Goal # 2:	Goal # 3:
Free Play/Work time
Large Group
Outdoor Play
Transition(s)
Lunch
Small Group

Embedded Learning Opportunities Matrix

Grading Criteria for Inclusive Curriculum Assignment			Name(s):
	9-10	7-8	5-6	0-4	Mark
Inclusive Learning Environment	Provides an exemplary, well-researched and comprehensive plan for promoting an inclusive environment considering the physical, interpersonal and temporal environmentStrategies identified are appropriate and specific for the child/family Written using professional and people first language; no stylistic, grammatical, spelling errors noted	Provides a solid plan for promoting an inclusive environment considering the physical, interpersonal and temporal environment; additional clarification may be requiredSome strategies may not be appropriate for the child/family, or are not clear or specificWritten using professional and people first language: a few minor grammatical/ and spelling errors noted	Provides a plan for promoting an inclusive environment; however is missing one of the following; physical, interpersonal or temporal environmentMany strategies are not appropriate, clear or specific Inconsistent use of professional and people first language: noticeable grammatical and spelling errors	Plan is missing more than one of the following: physical, interpersonal or temporal environmentNone or limited strategies are provided Language used is not professional or reflective of people first language; many stylistic, spelling, grammatical errors are noted	/10
	9-10	7-8	5-6	0-4	Mark
Embedded Learning Opportunities	All learning goals are addressed multiple times throughout the schedule Learning experiences are developmentally appropriate and promote full inclusion All strategies/ curriculum modifications and adaptations are appropriate	Most learning goals are addressed multiple times throughout the scheduleMost of the learning experiences are developmentally appropriate and promote full inclusion Most strategies/ curriculum modifications and adaptations are appropriate	Matrix focuses on only 1-2 goals or does not address all areas of the scheduleSome of the learning experiences are developmentally appropriate and promote full inclusionLimited # of strategies / curriculum modifications and adaptations are appropriate	No matrix is provided Learning experiences are not developmentally appropriate or do not promote inclusionStrategies/ curriculum modifications and adaptations are not appropriate	/10
	9-10	7-8	5-6	0-4	Mark
Community Supports and Funding	2 appropriate local community agencies and 1 government funding source are fully discussed (including supports offered) with clear and relevant connections to the child/family Includes information related to costs for families	Appropriate local community agencies are identified however connections to the child/family may not be clear; supports require additional clarification OR is missing costs for families	Local community agencies/ funding source are identified however are not appropriate for the child/family OR provides only 2 appropriate community agencies/ funding sources with connections to the child/family	0 community agencies are identified OR community agencies are not local/non-profit OR agencies are not focused on young children OR agencies do not support children with disabilities	/10

TOTAL: /30%