Hiya, these are a few ideas you're welcome to use for building up your written work. It would be great to look at each one as though the situation has been experienced within your own setting / placement and write about how you would handle the Children's individual requests to take part.
Note any of the risks each scenario may have ie: potential for injury - physical & emotional. What professional guidance there might be from parents, child, doctor, health visitor ..
A: Make sure Ben knows he is always welcome to take part in the activities he is interested in.
Visual impairment: - NHS 24, and the
RNIB
Prefered method of communication possibly: Touch, vocal tone, pitch, expression through speech, braille - further
information from RNIB
Resources: types of balls suitable for inclusive play:
Large and small soft balls: foam or inflatable balls -
beach balls
Exercise balls and
space hoppers
Specialist and balls for sensory play
Audiology balls
Koosh
ball pools
What hearing impairment may mean - to be aware and know how to take action using risk assessment and safeguarding practice.. catching, bouncing, rolling, throwing, kicking ...
How staff support can make inclusion possible - 1 to 1 assistance and group awareness.
B: Make sure Wen knows he is always able to take part in physical activities that interest him.
Note any medical reasons why Wen might need to be careful in using a bouncy castle: spinal or neck injury and what preventative measures can be taken to ensure he takes part - neck or body braces, professional advice.
Bouncy castles may be run by organisations or individuals that have their own operational policies & procedures in place - these may or may not be inclusive.
Accessing a bouncy castle is as 'procedurally straight forward for anyone - ie you get close, you get on .. you move or you don't move
Having assistance and support capable of lifting people correctly and safely from wheelchairs onto the bouncy castle and being able to protect /guide play when on is an important consideration - as is the ability to laugh when you get bounced
.
C: Manjit must always know that he is able to take part in any activity that interests him.
Hearing impairment: RNID -
NHS 24 causes,
Prefered method of communication possibly: touch, sign, lip reading, hand, body and facial expression - speed of speech and pronunciation
Resources: Knowledge of the word dance - movement and rhythm and
music.
Differences between music and dance - how one does not necessarily have to go with the other.
Resources and background provision: access to rhymes - nursery, finger and poetry. Activities that promote rhythmic, pattern and beat - head nodding, clapping, feet stamping, tapping - use of finger to palm and knee.
Inviting Manjit to participate once an interest has been shown can involve:
Extending a hand for him to take
Smiling
Asking orally or with sign/hand signals if he'd like to join in independantly ..
Seeing if he'd like to touch the stereo/radio/music player and experience the vibrations, speed and volumn of the sound.
If he participates by watching, would he like you to sit or stand with him - can you tap gently on an upturned hand or knee in time with the music beat - would he like to respond in the same way.
Interesting sites to look at and keywords - Expressive dance, art and culture for hearing impaired.
www.signdance.com
and an interesting recent news article from New Britain Connecticut -
How do deaf children dance
I hope this helps a little
Best wishes with it
xx
unit 205 physical play and 3 scenario access tasks
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