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CHCIC512A: Plan the inclusion of children with additional needs

Develop a plan for inclusion

Contents

When developing a plan of inclusion, consider child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements 3

Planning model 3

Identify the child’s strengths, interests and additional needs 4

Develop plan in consultation with all those working with the child 7

Make recommendations for planning 7

Identify parents’ goals/expectations for their child and use when developing a plan of inclusion 15

Seek parents’ experience and practices as a resource 16

Adapt service to meet child’s needs within resource limitations17

Getting ready to include children with additional needs into a program 17

Toys and equipment 19

Decide on a time to review the plan 21

Introduction21

Evaluate the plan and make ongoing observations 21

Seek additional resources as necessary 24

Referring children to specialist resources 25

2 Diploma of Children’s Services: CHCIC512A: Reader LO 9370 © NSW DET 2010

When developing a plan of inclusion, consider child’s abilities, goals, interests, expectations and health status in the context of their cultural values, needs and requirements

How do we develop a plan of inclusion that considers the strengths, interests, goals and expectations of the child—as well as the child’s family? And how do we do that in consultation with careers, professionals and specialists?

To provide an inclusive setting for a child with additional needs, we need to:

• Ensure that the child has equal opportunity to participate fully within the program. To achieve this, we need to take responsibility to provide appropriate provisions for all children, irrespective of their abilities.

• Commit to meeting the needs of all children to the best ability of the service in the most appropriate way.

• Respect diversity and to be accepting of all children and differences.

An inclusive early childhood environment is one that meets the individual needs of all children. Unfortunately, not all early childhood environments are inclusive—in some services, there are many barriers to provision of an inclusive environment. We need to strive for an inclusive environment.

Planning modelIn developing a plan for inclusion, we need to use a planning model.

Traditional planning modelThe model that is most commonly used in early childhood is the traditional planning cycle which looks like this:

Diploma of Children’s Services: CHCIC512A: Reader LO 9370 3© NSW DET 2010

Traditional planning model

The traditional planning model allows us to plan for each child, observing and determining the most appropriate provisions that will enhance the child’s development.

Identify the child’s strengths, interests and additional needs In early childhood environments, we can support inclusion by providing an appropriate service for each individual child. To do this, we need to develop an understanding of each child and identify interests, strengths, and additional needs. Firstly you need to observe the child and consult others.

As a result of our observations and discussion with relevant people, we will begin to build up a picture of the child. We have now gathered all our information and must analyse it. A child profile will allow us to clearly record and identify information about the child.

A child profile contains current information about:

• the child’s background, including family information• the health needs and services accessed by the child• the child’s strengths, interests and additional needs.

When recording information on a child profile, it is important that we always focus on positives rather than negatives. Investigate a child’s interests and strengths and look beyond additional needs as we do not want to fall into the trap of providing only a deficient approach to programming.

Reflect upon Maslow’s hierarchy of needs as this will assist you to identify additional needs for support:

Level 1: The need for essential body requirements—food, water, shelter and warmth.


Level 2: The need for physical safety, security and protection.

Level 3: The need for love attention, closeness to others and the need to belong.

Level 4: The need to feel valued by others, to be accepted, appreciated, to be worthy and to have status (self esteem).

Level 5: The need to realise one’s potential (self-actualisation).

Below is an example of a child profile. You may also like to develop your own format for a child profile. Be sure to include information covering all criteria.

Child profile

Name: Date:

DOB: Compiled by:

Age:

Background information:

Summary of strengths and interests

Strengths Interests

Assessment of needs

Case study—TianRead the following scenario.

Tian is four years old and is new to Summer Sunrise Children’s Centre. He lives with his mother and father and a two-year-old sister. They had emigrated from Thailand six months ago. Initially they lived with Tian’s aunt but have now moved into a flat. Tian’s father can speak a little


English. Tian’s mother speaks much less English than her husband and has been attending an English course at the local TAFE college. She is gradually gaining some understanding but appears reluctant to speak.

At Tian’s enrolment, his aunt, Sue, had interpreted and filled in the forms. When Tian’s aunt comes to the centre, she comments that Tian is starting to speak English much more and tells the staff that his parents really want him to speak English well. Tian is starting to speak in two to three word sentences in English. He is very interested in the road works out the front of the centre and has been learning the names of the different vehicles and equipment used. He has excellent fine motor skills, cutting and drawing at a quite sophisticated level for a four-year-old.

Activity 1


Develop plan in consultation with all those working with the child

Make recommendations for planning Once we develop a child profile, gain knowledge about the child’s background; identify the child’s interests, strengths and needs; and the family’s goals and expectations we can begin to make recommendations for planning in consultation with the family, carers and specialists. As we have said, it is really vital that we focus on the positive rather than the negative.

In developing planning recommendations, remember we are focusing on the whole child using information we have gained from consultation with others. This is where you have your planning meeting.

Planning meetingsI cannot emphasise enough the importance of actually making time to plan an individual program for a child. The discussions and cross fertilisation of ideas are extremely beneficial not only to the child but also to your own professional development. Remember there is never one correct way to do anything!

Regular planning meetings ensure that:

• your program continues to be appropriate to the children’s strengths, needs and interests

• you have access to appropriate resources and services.

Working with children with additional needsWhen working with children with additional needs, we need to reflect that these children attend a variety of services to support their growth and development. I once worked with a child, Joe, four years, who attended up to six different services in one week.


Joe’s week

Monday Department of Education Early Intervention—Pre-school 9am-12.30pm

Speech Pathology 3pm–3.45pm

Tuesday Possums Pre-school 9am–3pm

Wednesday Department of Education Early Intervention—Pre-school 9am-12.30pm

Occupational therapy 3pm–3.45pm

Thursday Possum’s Pre-school 9am–3pm

Friday Early Intervention—group session 10am–12pm

Early Intervention—individual physiotherapy 1–2pm

How confusing do you think this was for Joe?

I would have difficulty as an adult coping with this amount of change in one week. Joe’s parents were run off their feet. As well as Joe’s appointments, they had to care for three other children under six and Joe’s father worked full time. Imagine what it would be like for Joe and his family. It would be very stressful, I would think.

Therefore it is extremely important that all services working with children with additional needs take a co-ordinated approach. They only way to achieve a coordinated approach is through the implementation of regular planning meetings.

Regular planning meetings include parents, families, carers, professionals and specialists. They are called individual family service plan meetings.

Individual family service plans for children with additional needsAn individual family service plan or (IFSP) is a planning process which ensures that all who work with the child work in an effective coordinated way towards goals which reflect the families concerns and priorities for the child.

An IFSP is organised by the family service co-ordinator, a person who is nominated by the family.

The co-ordinator assists the family to:

• plan the IFSP meeting • gather information• obtain assessments • develop links with appropriate services.


At an IFSP meeting, those present are given the opportunity to:

• listen to families needs and concerns• discuss the child’s strengths, interests and needs• talk about assessable resources and options for the child• develop goals and plans for the child • evaluate previous goals and plans.

Activity 2

You need to ensure that all information at an IFSP meeting is accurately recorded. It is important to take notes during the meeting to share with staff members back at your service. You will also find that the family service coordinator will provide participants with a copy of the completed IFSP plan and will keep in regular contact with all team members.

You will find that there are a number of different formats or models for IFSPs.

Case study—Tian (continued)Think back to our example of Tian and read through Tian’s child profile to refresh your understanding of Tian.

Tian’s case coordinator, James, has consulted with Tian’s family and has decided to call an IFSP meeting. The meeting objective is to determine an appropriate program for Tian.

James’s supervisor is the Director of Summer Sunrise. The Director and Tian’s parents have invited Tian’s aunt, carers, the local SUPS worker and the resource worker from the multicultural resource centre.

At the IFSP meeting, there are Tian’s parents and his Aunt Sue, the Director of the service, three carers from his room, the SUPS worker and the resource worker.

James (the case co-ordinator) will be facilitating the meeting. Firstly, they begin by discussing how Tian is progressing. Each person will outline their perception of Tian’s strengths, interests and needs as recorded on their child profile. The carers identify that Tian has strengths in fine motor skills, interests in road working equipment and needs in language areas.

Mum (through the interpreter Sue) tells the carer that she really wants Tian to speak only English—he is not to speak in his native language at the centre.

There is some discussion about this issue as a service would normally try to use some keywords of the child’s main language and be accepting of Tian using the language as well. But this is very important to the family as they want him to have a good grasp of English by the time he commences school. They feel he will still be exposed to the Thai language enough at home to maintain it, so it is agreed that


Tian will be mainly spoken to in English and his carers will provide him with as much assistance as they can to learn English. He will also be encouraged to speak in English as much as possible.

From this meeting, the team members develop an individual family service plan for Tian. As you will see, we have only filled in the first part of it. The subsequent sections will be filled in as we work through this topic.

Individual Family Service Plan


Child’s name: Tian R Date: 21 January

DOB: 4/7 Review: 2 March

Age: 4.3 years

Recommendations for planning Strategies Responsibility Evaluation

To offer opportunities to consolidate and extend his fine motor skills

Use of scissors

Drawing/writing implements

Gluing/pasting activities

To provide opportunities for Tian to be accepted and valued within the service

To incorporate an Art display of Tian’s drawings at the service

To include cultural items from Tian’s homeland

To offer opportunities to use English whenever possible:

labelling telegraphic

speech small group

activities 1:1 activities

with carer


To offer opportunities to listen to English when possible:

stories meal times small group

times 1:1 activities

with carers

Identify strategies to achieve recommendations This next step correlates to the second column in the IFSP. Now that the team has identified Tian’s interests, needs and strengths, they can look at strategies to ensure these are met.

Look at Tian’s IFSP to see what strategies his team came up with.





Age: 4.3 years



Use of scissors



Box construction activity using roadwork equipment as focus.

Cutting

Pasting

Painting

Drawing



Family stories and photos

Displaying children’s art

Art show and family afternoon tea



Home-like items reflective of Tian’s home—cooking items, foods, music/stories and special events



speech small group

activities 1:1 activities

with carer

Encourage S to label objects,

Ask simple questions giving non verbal cues

Sensory experiences, eg, play dough, feely boxes, treasure box, sand/water play



times 1:1 activities

with carers

Stories in English variety of levels

Facilitate lunch time conversation between S and other children.

Staff labelling and using non verbal cues to assist.

As you can see, they have come up with a number of strategies. One of the main points to consider here is how you can incorporate the strengths, needs and interests of the child to ensure you have an interesting activity that builds on strengths and needs at the same time.

Tian’s team has planned a box construction activity. His carers will place a number of pictures of the different road work equipment on the wall near the table and also provide a number of boxes and other materials in different sizes and shapes. Prior to the experience, they are going to discuss with the children the names and functions of the different vehicles. The children will be encouraged to represent the road work equipment. However, no models will be provided (except the real life pictures around the area). The carers will ensure that one of them sits near Tian and discusses and labels the different parts of the road work equipment and also the materials Tian will use. She will attempt to draw him into a conversation, modelling sentence structure and grammar.


Activity 3

Implement the planSo far we have identified the child’s interests, strengths and needs. We have come up with some recommendations for planning, decided on some strategies and nominated activities for Tian. You need to be aware that this case study of Tian has been somewhat simplified.

One of the next steps would be to determine who is actually going to carry out each recommendation. In some IFSPs, you would see quite a large number of people involved—including parents, teachers/carers, special educators, occupational therapists, speech therapists and physiotherapists, to name some of the major participants. Remember, the case study we provided of Joe (who has a hectic weekly schedule)? His IFSP would involve many people.The major responsibilities for this IFSP are going to be met by the service director, Tian’s carers, the SUPS worker and multi-cultural resource worker.

Look at Tian’s IFSP to see who will be doing what.




Age: 4. 3 years




Primary caregiver

Use of scissorsDrawing/writing implementsGluing/pasting

CuttingPastingPaintingDrawing



Primary caregiver

To include aa display of Tian’s drawings at the service

Displaying children’s artArt show and family

All staff in room

Director


afternoon tea


Homelike items reflective of Tian’s home

cooking items

foods

music/ stories

special events

Parents

Resource worker

SUPS worker



speech small group

activities 1:1

activities with carer

Encourage S to label objects


Sensory experiences, eg, play dough, feely boxes, treasure box, sand/water play

All staff in room

SUPS worker



times 1:1

activities with carers


Facilitate lunch time conversation between S and other children

Staff labelling and using non verbal cues to assist

All staff

SUPS worker

At this stage, the case co-ordinator would provide all services with a copy of the individual family service plan. Each individual service will then implement planning recommendations that they have been given responsibility for. The service implements their own individual plan for the child (also known as the child’s individual education plan) which reflects the child’s strengths, interests, needs and the planning recommendations as identified at the IFSP. This collaboration ensures that all services working with the child and family work in a co-ordinated way concurrently towards the family’s expectations and appropriate goals for the child.


Identify parents’ goals/expectations for their child and use when developing a plan of inclusion

You need to allow time for parents to express their goals and expectations for their child. We need to respect what they want for their child and work in partnership with them when developing a plan of inclusion.

Meet with parents prior to the planning meeting for them to express their goals and expectations. Assist them to identify what is important to them as a family and what they see are the priorities for their child. Write these points down with the parents so their ideas are already formulated for the Planning Meeting. Some parents may find the Planning Meeting intimidating and/or emotional, especially if there are several people including specialists and health practitioners. Having their goals and expectations already prepared can help them communicate their ideas clearly.

Having fully discussed the parents’ goals and expectations with them you should have an understanding of their ideas and so will be able to act as an advocate for them (if necessary) in the Planning Meeting to ensure their goals and expectations are integrated into the plan of inclusion.


Seek parents’ experience and practices as a resource

When working with children with additional needs, we need to get to know the child’s family and build positive relationships with them.

To work with parents of children with additional needs, we need to:

• respect parents’ values and practices• be non-judgemental of individual child-rearing practices• understand that most parents try to do the best for their children;

(remember, their idea of what’s best may be different to yours)• work in partnership• establish and maintain good relationships• provide opportunities for parents to share information with you about

their child’s additional need• consider that some parents are afraid of rejection because of their child’s

additional need• acknowledge that some parents sometimes believe that their child’s

additional need is none of your business• remember that some parents will not be aware of their child’s additional

need.

It is important that you communicate a positive and accepting attitude toward parents at all times. Positive relationships are dependent upon us respecting parent’s values and practices, even if we do not agree with them. We must be non-judgemental of parent’s child rearing. Respect for parents will enable us to work with parents in a true partnership – where we are both equal participants, respecting and valuing each other’s expertise and experience.

Parents have a great deal of experience and expertise in working with their child and we need to respect this and work in partnership with them, learning from the parents, as well as them gaining knowledge from us and other professionals.

Activity 4


Adapt service to meet child’s needs within resource limitations

During the IFSP process, the child’s service implements their own individual plan for the child (also known as the child’s individual education plan) which reflects the child’s strengths, interests, needs and the planning recommendations as identified at the IFSP. At this point, the service needs to make adaptations to the service using appropriate available resources to support the child’s needs.

Getting ready to include children with additional needs into a programWhat do we mean by children with ‘additional’ needs? They are children who need support that is additional to what the other children need and their additional needs may arise from:

• language and communication difficulties• cognitive differences • physical differences• sensory impairments• social and emotional differences• health needs• family circumstances and need.

In order to include children with additional needs in our programs, we often need to consider a number of different aspects. Firstly let’s look at the environment. When I discuss the environment in this sense I am looking at all the parts of the program that make up the immediate environment for the children. This will include a number of aspects including:

• physical environment• toys and equipment within the centre• carers working in the centre• any specialist help that might be available.

What features make an appropriate environment for children with additional needs? What a huge question! But first, what is the ‘environment’? Is it the physical setting—or more than that?


Reflect on your environment—say, your home. When I think of my home environment, I think of the house with its furniture as well as the appliances that make things easier to do (eg, stove). I think of the outside—the garden and even the street. I also think of what’s in the house that gives me comfort and joy (eg, radio). I also think of the people I live with.

We will look at the service environment in relation to the:

• physical environment • toys and equipment • specialist resources (human resources).

Physical environmentSome of the factors when assessing the physical environment include:

• The building and site. Included in this is the type of building. Is it purpose built? Does it look homey or institutional? Is it roomy, pokey, shabby? Is the site shaded? What aspect does it have? The aspect (ie whether the building is facing north, south, east or west) will have significant effect on the temperature inside the building.

• The interior of the building. Included in this are the walls, ceilings, flooring, window, doors and lighting. All of these need to be considered when planning any early childhood environment.

• The routine areas. By this I mean the places we prepare food, feed children, change nappies and toilet children.

• Storage facilities. Believe me you can never have too much storage space in any early childhood setting. In this category we need to look at whether the storage is open or closed. The storeroom, shelves and cupboards would all need to be considered.

• How the room is set up. This will tell you a lot about any service. How has the space been divided up? Where have activities been placed? Is there a wet area? Is there one big open area or do we have interest areas scattered around the room?

• The outdoor environment. This includes all aspects of outdoors, including the verandas and fixed play equipment.

How can we modify/adapt the physical environment we have?When taking a child with additional needs into the program, we may need to make adaptations to the environment and the program in order to meet those additional needs. The type of additional need will determine the modifications/adaptations we need to make to the physical environment.

Activity 5


Activity 6

Activity 7

Activity 8

Activity 9

Activity 10

Activity 11

Activity 12

Toys and equipmentWe have so far looked at some of the modification and adaptation to the physical environment. We can now consider service provision of toys and equipment for children with additional needs. What do I mean by these terms?

I am talking about both the specialised equipment and general equipment that we need to run our programs. Specialised equipment includes wheelchairs, hoists, railings, crutches, standing frames, cut out tables, scooter boards and communication devices, just to name some of the more common ones. Toys are essentially objects for children to play with that may or may not foster their development.

Toys and equipment are often the cornerstones of our program. We need to ensure that we are providing a range of developmentally appropriate toys for all children. What constitutes an appropriate toy?

Some factors include:

• safe and durable


• open ended and multi-useful• non stereotypical.

As with any others, children with additional needs require appropriate toys and equipment. Look at any educational supplier catalogue and you will find a huge range of toys and equipment. So how do you know if they are appropriate?

I have given you some factors to consider when choosing toys and equipment for any centre. The question is how do we know what is specific to children with additional needs? Of course this is really going to depend on the types of need that we are trying to meet. It would be very easy to get carried away and buy lots of really expensive toys. But I want you to think about the 18-month child who receives a fantastic gift that comes in a great cardboard box. The child spends one minute looking at the toy and then spends ½ hour exploring the box—tasting it, touching it and climbing in and out of it. What does this tell us? It tells me that children don’t always need expensive purpose-made commercial toys. We can actually improvise for many of the toys we need for children will additional needs.

Many toys will be able to be used in exactly the form they are bought in and will be appropriate for many developmental stages or levels. Some of these toys may need to be modified. It is, of course, going to be essential that we look at the child we are modifying the toy for when deciding what to modify. When modifying or adapting, we are essentially trying to extend the use of toys.

Consider the scenario below.

Samantha is a seven-year-old with quite severe visual impairment. In order for her to succeed in a normal classroom situation, modifications to her immediate working environment are needed. She has a large wooden board sitting on her desk which is tilted at an almost 90 degree angle that her work rests on rather than on the tabletop, thus putting any work much closer to her face. When she requires a written stencil, for instance, it is photocopied on an A3 sheet of paper rather than A4.

Activity 13

Modifying the environment—not the childWe have looked at the physical environment, in particular the adaptations we might need to make to the environment as well as the toys and equipment in that environment. The most important thing I think you need to remember is to look at each child as an individual. Remember to always ask, how can I change the environment to suit the child? Even ‘small’ changes to the environment can make a very big difference to the child. In fact, it is more than likely that the environment needs changing—not the child!

If a child cannot be included immediately, communicate the reasons clearly!


Decide on a time to review the plan

IntroductionNow it is time to decide on a time to evaluate and review the plan.

As you can see in the plan, the IFSP team members have entered strategies and responsibilities to be put in place. They have allowed enough scope for the IFSP to be possibly appropriate for up to six months. However, each case needs to be looked at individually and, of course, different services will have different expectations and procedures. An IFSP should always be appropriate for the child and family meeting their needs and current expectations.

It is the responsibility of each service to continue to observe and record information and evaluate planning recommendations. This information should be taken and shared at the next IFSP.

Evaluate the plan and make ongoing observations This is the final step, but also the beginning of the cycle. Here, we need to check the progress of the child as well as our delivery methods and strategies to ensure we are still meeting the needs of the child and family. Using the IFSP outlined previously, it is now the responsibility of the person implementing the strategies to evaluate. Sometimes this will be an individual evaluation but at times it may involve others. Look at the following evaluations written by Tian’s IFSP team members.





Age: 4. 3 years



Use of scissors




Cutting

Pasting

Painting

Drawing

Primary caregiver Represented a tip truck, cutting out small circles and shapes for parts of his truck.

Accurately pasted and painted truck.





Displaying children’s art

Art show and Family Afternoon tea

Homelike items reflective of Tian’s home

cooking items

foods

music/ stories

special events

Primary caregiver

All staff in room

Director

Parents

Resource worker

SUPS worker

S pointed and verbally labelled Mum and Dad in family photo

S appeared very proud showing his art work to family

S and his family met another family from Thailand who attend the service

S is developing a friendship with P, playing associatively in home corner.



speech small group

activities 1:1

activities with carer

Encourage S to label objects


Sensory experiences eg play dough, feely boxes, treasure box, sand/water play

All staff in room

SUPS worker

In box construction, S names all six road-working vehicles. S used two- and three-word sentences when replying to questions.

Began to use some texture words for first time during


feely box activity—soft, furry.



times 1:1

activities with carers


Facilitate lunch time conversation between S and other children

Staff labelling and using non verbal cues to assist

All staff

SUPS worker

At lunchtime, S joined in rhyme with A and J. Attends to stories for five to 10 mins, especially if the have transport in them. Tried to whistle with others after reading story about a boy who tries to whistle.

As you would expect this last step is also the beginning of the cycle all over again. The progress of the child is determined along with the success of the program. Here changes will be made to both the process and the outcomes and a new IFSP will be developed for the child and family.


Seek additional resources as necessary

The type of additional need will determine the need for specialist resources. Here I’m looking at the human people you can contact and tap into to aid the development of the program for a child with additional needs. Some of these people include:

People who could help develop a program for a child with additional needs

speech pathologist Focuses on and develops programs for the development of speech and language. Also assists with feeding difficulties.

occupational therapist Develops programs focussing on fine motor development and self-help skills.

physiotherapist Focuses on developing programs for the gross motor skills and movement.

SUP worker Worker from the Commonwealth-funded Supplementary Services Program who supports children with additional needs entering children’s services and monitors their progress.

ethnic workers’ pool A pool of workers from various ethnic backgrounds who are employed to support children and staff from the different cultural backgrounds.

early childhood special educator

Usually an early childhood teacher with degree or major in special education who may work within an early intervention service or a sponsored home/playgroup program.

paediatrician Medical doctor qualified in the care of children. Usually one of the first professionals to see and refer children.

DoCS community worker Employed by the Department of Community Services to work closely with families of children with additional needs.

psychologist Professional who works diagnostically identifying and managing additional needs.

Often some children will be clients of many of the above specialists. Some children with additional needs will not be serviced by any of these people, although that would be uncommon. If you are unsure of the role of any of the above professionals, check their description.


There are a number of associations for different additional needs and organisations that can help support parents and staff. Refer to the beginning of this topic.

Referring children to specialist resourcesWhen should we bring in specialist resources?

By the time a child with an additional need arrives at your children’s services centre, it is likely that the child and family would have already met with a number of specialists.

However, occasionally the situation might arise when the child would not have been referred to any specialist—you would be the first. This occurred twice in my preschool within a six-month period. I had a little boy who was four years old, who was going to school the following year. He had the physical appearance of a toddler and when he ran, he also resembled a toddler. His language was quite delayed and fine and gross motor skills caused me concern. After a few weeks observing him, I spoke to his Mum about my concerns in an appropriate manner. Mum, fortunately, had similar concerns, which she had addressed to medical practitioners in the past. She felt that she had been brushed off.

I referred her to an early intervention service to have her child assessed. It turned out that he had an 18-month development global developmental delay. He continued attending my preschool five mornings a week and went to the early intervention service two afternoons a week. He made huge gains quickly. Surprisingly enough, I had another little boy enrol six months later who also had global development delays. Again, I was the first point of contact for this child and referred him on.

The staff at the preschool or long day care centre can often be the first professionals to identify a child with additional needs, especially speech and language difficulties and certainly children new to Australia. Children diagnosed at birth, eg, with Down syndrome will probably have a whole range of professionals they already work with.

If you are concerned about a child, the first people you need to talk to are the parents. Remember confidentiality is always to be considered (unless you have a child protection issue which is a whole different ball game and one not covered in this topic.) If the parents agree with you, you can then make appropriate referrals to other agencies and services. Remember, we are not qualified to make assessments of the type of disability. You need to refer children to Early Intervention Services for qualified professionals to make a full diagnosis.


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