In applying theories and principles of inclusion in early learning

In applying theories and principles of inclusion in early learning environments, here is a case study about Graciela. Showing more of her strengths than her areas of growth, write ten areas of strengths and five areas of growth for Graciela. What two SMART goals can we write for Graciela to work on? Please write the two smart goals. Case Study Graciela is three years, 6 months old and has Cerebral Palsy. Graciela is an only child who lives with both of her parents. She was born two months premature, following a challenging delivery that involved several complications. She spent her first three months of life in the hospital. She has Quadriplegic Cerebral Palsy, which means her arms and legs are affected. She uses a wheelchair for mobility but can use a walker for short distances if supervised. Graciela is very outgoing and attends preschool two mornings a week with 14 other children and two teachers. When she is not at preschool, her grandmother cares for her while her parents are at work. The following professionals follow Graciela: Developmental Paediatrician, a Developmental Interventionist, a Physiotherapist and an Occupational Therapist. Graciela’s language skills are age appropriate with some articulation errors. She has a soft quiet voice, and has difficulty projecting it over a loud classroom. Attempts at speaking loudly result in signs of voice strain and increased muscle tension in her neck. She has difficulty singing or talking in her wheelchair as her head is often positioned too far back or too far forward. During group time her head needs to be in a neutral position with shoulders relaxed. Graciela enjoys circle and story time. She retains new information and is able to discuss what she has learned. Her ability to participate fully in circle is determined by her teacher’s ability to respond to her physical needs. Often, she is unable to participate as fully as her parents would like. She understands cause and effect relationships and can match colours and shapes on the computer. Graciela requires assistance with more physically challenging tasks such as tabletop activities. Graciela may lose her balance when she has to visually follow a moving object or person. As Well, Graciela has difficulty with puzzles and judging distance in block building and other visual spatial relationships. Graciela can count to ten and is able to demonstrate an understanding of the number quantities 1, 2, 3 when playing a computer game. She has a firm understanding of associative pairs, functions of objects and enjoys imaginary play with adults. Graciela has difficulty approaching and completing new activities as she becomes easily frustrated and avoids physically challenging tabletop tasks. Graciela has some use of her arms and hands when properly positioned and supported. She is able to sit upright for up to 15 minutes however her balance is poor, and she is unable to react protectively when sitting. Her tone is decreased in her trunk, which causes her to fall over while sitting. Graciela has increased tone, which causes her arms and legs to be stiff. She has difficulty extending her arms straight out unless they are supported on a table. She is unable to reach above shoulder level. Her strength is poor. Even with hand over hand assistance she is unable to pull apart pop-beads. She is motivated to push her wheelchair independently but relies on adults for wheelchair movement. She can use both hands to hold or grasp a toy if positioned properly but at times is tight fisted and unable to let go of toys. Graciela has difficulty carrying objects from one place to another and cannot grasp with one hand and manipulate with the other (bilateral hand use). Graciela enjoys sensory activities such as sand, water and macaroni play. Graciela enjoys group activities and will imitate verbal songs. She has difficulty imitating actions to songs but will attempt to do so. Graciela engages in associative play with adults. Graciela does not assert her independence but instead asks for help from teachers in the room or gives up if the activity is too difficult. Graciela chooses to play with adults or one or two specific children who will follow her directions. She is passive to all other peers, (for instance, if a child took a toy from her, she would not resist). She is able to recognize other’s feelings and emotions and has difficulty separating from her parents and favourite teachers. Graciela is in underwear. She will indicate when she needs to go to the bathroom however, she has difficulty with elimination and will sometimes avoid toileting resulting in an accident. Graciela needs complete physical assistance for toileting, hand washing and dressing. Graciela has difficulty using utensils to reach and scoop, as well as to bring food to her mouth. She finger feeds herself with an awkward grasp. Graciela can lift a two-handled cup, with a spout, once assisted to place her hands appropriately on the cup. Transitions from one activity to another require movement to and from a wide variety of equipment (i.e. – prone stander and wheelchair). She is aware of where toys and objects need to be put away and helps to sing the cleanup song to signal others to clean up.

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