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					Key Outcome: To develop body concept and an increased range of movements Link to Essential Learnings: Personal futures:
Developing trust in others and confidence in oneself.

Understandings

Current Skills (date) Brendon usually enjoys being touched and moved by familiar people. Brendon smiles when his wheelchair bumps and goes fast.

Short-term Objectives

Notes/Observations (date) Geraldine and Jenny to visit Arthur support school. Hip to be checked.

I like to move.

For Brendon to maintain and extend his range of movements through physiotherapy and massage. For Brendon to be repositioned at regular intervals according to physio guidelines. For Brendon to enjoy a range of sensory experiences. For Brendon to explore objects by mouthing. For Brendon to continue being spoon fed a range of yoghurt flavours. For Brendon to gain increasing control over head movements when tracking people, sounds and objects. For Brendon to consistently reach for objects of interest.

I can move my head and mouth purposefully

Brendon takes yoghurt from a spoon. Brendon sometimes chews his head support. Brendon sometimes moves his head to track visually and to follow interesting sounds.

Grace to arrange opthamology check. Geraldine to purchase theratube.

I can reach for toys.

Brendon sometimes reaches for toys.

Continue access to toy library.

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au/

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Sample activities and strategies
Daily physio program – roster so that all children have the opportunity to work with Brendon. Daily massage, especially feet and hands. Moving Brendon’s body in time to music e.g. during class music program, physio to music, massage to music, during dance. Repositioning Brendon appropriate to the class activities e.g. standing frame to paint, vacutech to listen to stories. Holding appropriate items to his face / mouth / cheeks / lips to develop oromotor skills. Encourage turning of his head when the teacher /TA / class uses his name frequently. Children place noisy and/or colourful objects in front of Brendon and encourage him to reach. Provide a range of sensory experiences to stimulate awareness of hands and feet e.g. sensory bowl, music mat, finger painting, balloon bounced on face, tickling with feathers, shaving cream.

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au/

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Key Outcome: To use vocalizing and eye contact to attract attention.

Link to Essential Learnings Communicating: Uses gesture, sound and movement to express needs and attract attention. Understandings Current Skills (date) Brendon smiles at familiar faces and voices. Brendon increasingly tracks moving people and familiar sounds. Brendon sometimes vocalizes to stories and music. Brendon sometimes vocalizes when he is happy. Brendon cries when he is upset. Brendon enjoys attention when he vocalizes. Brendon calms when appropriate action is taken in response to his cries. Short-term Objectives Notes/Observations (date) Jenny undertaking action research project addressing this objective.

I like people and sounds.

For Brendon to respond consistently by smiling at and tracking familiar faces and voices and objects.

I like stories and music

For Brendon to understand that vocalizing can gain positive attention. For Brendon to understand that people will respond appropriately to his vocalizing For Brendon increasingly vocalize when he sees interesting people or hears interesting sounds. For Brendon to increasingly attract attention to his emotional states by vocalizing.

I begin to vocalize and use eye contact to attract attention

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au/

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Sample activities and strategies             Balloons containing a variety of objects e.g. feathers, rice, paper clips. Music to be played when he is changed or while he exercises. Stories to be read by peers, TA and teacher. Children to be encouraged to respond positively to his vocalizations. Caregivers to join his vocalizing as a game on Brendon’s terms. Familiar people to touch Brendon to gain attention when greeting him. Praise tracking and eye contact using an excited voice. Encourage peers to talk to Brendon as he is shown interesting items / read stories or responding to music. Massage Brendon’s face to develop facial awareness. Encourage Brendon to look in a mirror to develop awareness of himself as an individual Respond to Brendon’s needs when he vocalizes. Praise attempts to communicate verbally. Encourage Brendon to track pages of books as they are turned.

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au/

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Key Outcome: To communicate needs and wants. Link to Essential Learnings:
Thinking: Observes how things appear to happen and experiments with simple strategies to repeat processes. Involves others and resources to achieve desired outcome.

Understandings

Current Skills (date) Brendon expresses likes and dislikes using head gestures, smiling and crying.

Short-term Objectives

Notes/Observations (date) Geraldine to purchase some yoghurts so that Brendon can make choices.

I can make choices.

For Brendon to be able to indicate a preference between two objects using head gestures or visual tracking.

I can communicate my Recognizes and choices to others. indicates preferences for some familiar foods and objects I can use switches to operate some cause and effect toys. Brendon is developing control over switches.

Brendon recognizes graphic representations of some familiar objects.

Geraldine to prepare photos of yoghurts.

Brendon uses assistive technology to communicate choices.

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au

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Sample activities and strategies
Determine sensory preferences for selection of objects e.g. sound, smell, sight, texture. Use switches to operate toys and computer programs. Test visual tracking by placing objects in different visual quadrants. Match to sample – picture of object and object. Use assistive technology to choose between two pictures of familiar objects.

Printed from the Learning, Teaching and Assessment Guide at: http://www.ltag.education.tas.gov.au

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