Zac's Case Study: Collaboration And Teamwork

When in a setting it is important that you ensure that you and parents are working together to ensure that that child is learning the best possible way. It is key to ask parents to

Early intervention, at its core, is “services provided to infants and toddlers who are at risk for, or showing signs of developmental delays” (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can “create optimal environments for language learning” (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two successful evidence based practices families and interventionist can use with children who are d/Deaf and Hard of Hearing. Joint attention relates to “the eliciting and directing of another person’s attention to an object for mutual engagement with the object,” (Tasker, Nowakowski, & Schmidt, 2010) while language of routines emphases the idea that “when a child is familiar with routines, the interventionist can focus on scaffolding new and more complex learning” and language (Vygotsky as cited in Jennings, Hanline & Woods, 2012). By utilizing both methods of interventions in a child’s natural environment, their language will flourish.

If a child is to achieve the Every Child Matters outcomes laid out in the EYFS, their speech, language and communication needs must be met. If they are not met, it can lead to challenging behaviour, a lack of attainment and isolation. Therefore it's vitally important that practitioners recognise the signs of potential difficulties and know where to go for more information and support.

A child who is learning more than one language will exhibit certain signs if they have an additional or specific speech, language and communication need. It is vital to identify any specific speech, language and communication needs in a child as early identification and assessment is essential to support the child in the setting and at home. The initial concern may come from the parents or carers and then a review of the child's progress can be started.

The welfare of the child is paramount and that is why partnership with parents is crucial. Many schools and nurseries also have bi-lingual staff for children who do not speak English fluently so that the parents are fully aware of what is going on in a school at

13. Home environment – Research and other evidence tells us that some children, particularly those from low income homes, do not experience the rich, well-planned communication and language provision in their settings that is necessary to support their development.

Levels of speech can vary between children because they could they may not speak the language spoken to them, or maybe their age or a different additional need such as stuttering. They will need to be taken into account in the correct way, such as a settling in plan with the key worker to make the child feel comfortable and secure. They will need to spend time with their key career before any separation from their parents or adults on their visits. Grouping children can also help the children so that they are sharing their thoughts with children of a similar age, interacting and socialising. The right activities also need to be put in place, on their level with children that are on the same level so that they are able to develop their language at a steady place.

From this case study we understand it is important to act quickly to support children who have speech and language or communication needs, as language is crucial to learning and enables one to express thoughts in an organised way. Children with language delay may also find it harder to communicate and form relationships with others. They may become frustrated, leading to possible behaviour problems. Very young children in particular do not have the experience to recognise the reason for their

Additional information is needed to analyze Justin’s pragmatic behavior, expressive and receptive language, and articulation. All of these areas contributed to Justin’s reason for referral for an evaluation. In order to collect all necessary information, the following procedures will need to be completed: a language sample, pure tone hearing screening, observations in multiple settings (general education setting, special education setting, unstructured- lunch or recess settings, home), and interviews with his educators and caregivers.

Collaboration involves negotiation and consensus seeking (Blais & Hayes, 2016). As the assistant director of nursing, I am a member of the Quality Improvement committee. Our purpose is to meet on a monthly basis to review feedbacks from patients regarding their home health aides. We need to know if the patient needs are being met, if they are being treated with respect and what improvements can be made to keep quality aides in order to ensure quality care of patients. Providing good care for home health patients with chronic conditions needs to be organized and coordinated (Barr & Ross, 2007).

Mrs. St. Jean responded, “The teachers try their best to make sure those students who don’t speak English feel included in the classroom.”” Sometimes, it helps to relay information through a parent who does speak English, so they can help their child.” “The teachers also alter the lesson in a way that is best for a child with special needs. They try to be as accommodating as possible for that child. We also refer them to the Early Intervention screening available in their county, in order to see if they might be eligible to receive services to help them. Many parents are unaware of the services available.”

A major concept that we have learned about in our nursing 182 class is Teamwork. In this concept analysis we will see the conceptualization of teamwork, and critical attributes, related concepts and various cases, and illegitimate uses of team work. Teamwork is essential in the nursing field and this analysis will show just how important it is.

On 7/2/2015 at 1300, VUPD dispatched Officer Hughes to Lowes at Vanderbilt 7th floor room 750 in reference to harassing communications.

When dealing with children, parents and educators usually have a hard time in understanding kids in order to help them follow guidelines. It is a great achievement to be able to adhere to children and keep them on the right path. When one has to deal with a child it is very difficult to communicate, understand, and listen in order to get a feel of how to guide the child. If all these components are obtained then it can lead to a positive relationship with the child all the way to adulthood. If the parent and educators want to truly create an open communication and stable environment they should utilize the book, How To Talk So Kids Will Listen & Listen so Kids Will Talk by Adele Faber and Elaine Mazlish. It can guide you to establish

During the in-service session at the Pheasant Ridge Neighborhood Center, I was able to meet the lead teacher, Jihan, and classroom aides that I will be working with over the course of the semester. Jihan assigned Ahmed to my group and expressed her concerns about his delayed expressive language development. Ahmed is originally from the Sudan and speaks Arabic as his primary language. He has an older sister that is in kindergarten. Pheasant Ridge is Ahmed’s first experience in a childcare setting and Jihan said that he was very quiet when he first started attending. She said that this was probably his silent period, which I agree with her that it sounds like he was adjusting to the new environment, observing his surroundings, and absorbing the English language input from his peers and teachers. Jihan provided wonderful insight that he is typically developing in Arabic and demonstrates age-appropriate language skills in his primary language, which suggests that he is experiencing a language delay in the acquisition of his second language and not a language disorder. All the teachers agreed that he is beginning to ask for things in the classroom more, but usually uses Arabic to do so and continues to mostly use facial expressions, gestures, and his primary language as his main forms of communication. Jihan mentioned that Ahmed is very well behaved, attentive and engaged during class activities and play, and follows directions and classroom routines. It did not appear that Jihan