Caring For Children With Additional Needs In Central-Based Care Essay.

Provide an example of an additional need working with children in a central based care environment ?

When working with children withe additional needs it is best to work as a team. who would most appropriately be involved in this this team ?

When caring for a child with an additional need we may need to adapt the Service. what can this adaptation involve ?

What are the main legislation that protect the rights of people With Disabilities ?

How does culture impact on the need and care of children with additional needs ?

Working with Children with Additional Needs

Children suffering from any form disability need to be encouraged so that they do not feel frustrated with life. In addition to continuous monitoring and encouragement of the children, it is required that a good relationship is maintained with the children (Baldwin 2015). This provides the children with a sense of care and the security.

Bell et al. (2015) stated that the most appropriate person to be involved in a team is a psychologist. This is because a psychologist can perform counselling sessions in their manner so that the children with additional needs can remain focused on their activities and not worry about their differences with other children.

The adaptation of the service involved while working with a child with special needs is that one needs to be patient with them. The services provided have to be such that it can it provides a sense of calming influence within the child. Hence, a proper counselling service can be effective for the child (Taylor et al. 2014).

 The future of the children with a disability needs to be taken into consideration at all time. Hence, the Australian Human Rights Commission Act 1986 can protect children with disability. Apart from this Disability Discrimination Act 1992 is another legislation that protects the rights of the disabled children (Havnes and Mogstad 2015).

Most of the times it is seen that children in the care units belong to the different culture. The impact of such diversity in culture is negligible, as the children want a companion to play with. Hence, differences in culture do not cause a hindrance to the lives of these children (Lamb 2014). The care people cannot discriminate among cultures as it is against the law of medical treatment.

Buckingham et al. (2016) stated that inclusive practice could be beneficial to the children as well as the care centre. For the children, the benefits include improved chances of learning by interacting with children of similar ages. For the care centre, the benefits include the acceptance of differences among the children. Thus, these benefits help in the adoption of this technique.

The needs of the children are met by providing the children with the necessary things at an appropriate manner. According to Wingate (2015), the programme set for the children can allow them with an opportunity to gain the required needs as per their capability. These children can be developed from an early age in this unique manner.

The Team Involved in Providing Care

The Greenwood standards, policies and provisions for the special children are similar to the standards set in the Disability Discrimination Act. The children need to be kept in a safe and happy environment and a partnership needs to be maintained between the institution and family members of the children (Chap and Heeney 2017).

The information needed in order to help Ayesha get a proper care includes understanding the cause of the physical disability. The next step is to analyse the impact such disability can cause if not treated properly. Keeping this mind, care can be taken in order to help Ayesha lead a normal life like the other children.

This information can be obtained from the parents of the child. Apart from this, the information can be gathered by visiting the hospitals in which Ayesha had been admitted. Although the patient confidentiality exists, the information to the care centres can be provided for a better treatment of the patient. Thus, the information gathered can be beneficial for curing Ayesha.

The childcare centre needs to ensure that the National Quality Framework is followed in order to safeguard the cure of the children. According to Tracy and McDonald (2015), the National Quality Framework extends support to families that consist of a disabled member and provides opportunities for best treatment. The ACT Childcare Services Standard can be followed in order to ensure that every protocol is maintained during the stay of the children at the care centre.

The thought of the staff member will be acknowledged as it is suggested that Ayesha has been suffering the disability since childhood. Hence, getting her back to full health can be tough work. Moreover, it may be hard to get her to interact with other children as most of the times she had been lonely at hospitals. Hence, Ayesha needs to be given special care for her condition.

The plan for Ayesha needs to involve enough encouragement, as she needs to interact with children of similar age. She needs to be provided with opportunities so that the disability factor does not hinder her psychological state of mind. The nurse in charge of Ayesha’s care needs to be responsible to ensure that the child is treated properly.

The plan can be monitored on a weekly basis by checking her progress. Similarly, the reviewing of the plan also needs to be done weekly so that changes can be made owing to the progress made by the child.

Adapting Services for Children with Additional Needs

The feedback cycle should involve the mother of Ayesha, her doctor and the person responsible for looking after Ayesha in the centre. Feedback from them can be encouraged for further improvement of the plan.

Parental information is required as per the policies of health care institution related to privacy of patients. Moreover, families of some children may not want to establish good relations with disabled children (Glendinning 2015). Hence, permission is needed and it can be obtained by asking the parents directly or by filling out a no-objection form.

In the case of Sean, contact can be made with the teacher from his school. He is also a member of a library so information can be gathered from the librarian in order to understand the nature of Sean. Such information can help in the proper cure of Sean and provide him with the encouragement of continuing the things he loves.

The additional needs of the child apart from the encouragement from family members include the ability to have a proper vision. In the case of Sean, it is seen that he likes to be a leader among the children. This skill needs to be developed so that he can build a career as a leader in the future.

One of the most important inclusion plans that can be introduced in the case of Sean is the fact that he can be encouraged to take part in social activities. It is seen that Sean does not participate in field activities but loves to provide direction to children. This needs to be changed so that Sean can enjoy with other children as well.

In order to Sean, the changes that are to be made in the centre is the introduction of an eye-check up. This is mainly because the disability of Sean is visible impairment. Hence, the adaption of this service may require some time and consequently affect the growth of Sean in a prompt manner.

Partners are required in order to ensure that right decision are made while curing such children (Kelly, Dowling and Winter 2017). In the case of Sean, the partners need to be involved by providing with the evidence of the condition of Sean. This can be done in terms of the report about his health and the progress he made in the centre.

In order to include the child, the strategies used include providing audio and visual clips to Sean so that he can read about his favourite things. This can be a step forward for his cure as Sean can see some form of light. The reaction provided by Sean by the seeing the visual lights can provide evidence for his progress.

Legislation Protecting the Rights of Children with Disabilities

The plan was developed using the goals and experiences of the parents. This was used by gaining the confidence of the parents and making them believe that the goals they have for Sean can be achieved. Discussions were done regarding the cure of Sean.

The other children in the centre can be encouraged to by informing them about a new friend. However, it is seen that most of the children behave rudely with Sean. For this proper disciplinary action such as explaining, the reason behind being friends with Sean is important needs to be discussed.

The partners in the centre may disagree with the inclusive practice in the centre. Hence, it is necessary to educate them about the condition of Sean by providing medical reports to them. This can provide support as an opportunity can be presented for learning.

The person will need to be optimistic about the development of changes for Sean. The response will include asking the person to be patient and providing Sean with the required support that is needed for his acceptance. The person attending to the health and behaviour of Sean can be asked to spend more time with him so that Sean learn the ways of the centre quickly and interact with other children.

The professional advice is required in the area of curing the vision of Sean. The things that need to be done for curing the vision and the time limit of the exposure to the videos need to be specified by the professional. The requirements of glasses need to be provided by the professionals.

The specialist people remain aware of the situations and the responses that are required for each situation. O'connor et al. (2016) stated that the experience of the specialists could help in the quick cure of the children. Thus, it is always necessary to take advice from the specialists in every matter that raises doubts.

The parents can be called upon or the progress report every week can be provided to them. This can help the parents to know about their child and provide feedback about ways to improve the plan designed for him. Furthermore, in the modern world, video calling can be organised between Sean and his parents.

The communication with the people involved at work can be maintained by the exchange of emails consisting of the progress of the children (Bennett, Mander and Richards 2016). This can help in gaining immediate feedback and every caring person involved at the centre can remain updated about the condition of Sean. This can reduce the chances of any mistreatment.

Culture's Impact on Children's Care and Needs

The strategy applied to Sean includes the opportunity to practise social skills in the real world. However, the practice failed due to Sean's excessive communication with others that provoked the other children to be rude to him. Hence, the amending strategy required for this includes an opportunity to build a relationship with the caring adults before building a relationship with the children.   

The reasons for amending the plan include improper discipline provided to the other children. Apart from this excessive haste in the progress of Sean is another reason along with the lack of clarity of the consequences.

References

Baldwin, S., 2015. The costs of caring: Families with disabled children (Vol. 4). Routledge.

Bell, A.C., Davies, L., Finch, M., Wolfenden, L., Francis, J.L., Sutherland, R. and Wiggers, J., 2015. An implementation intervention to encourage healthy eating in centre-based child-care services: impact of the Good for Kids Good for Life programme. Public health nutrition, 18(9), pp.1610-1619.

Bennett, K., Mander, S. and Richards, L., 2016. 5 Inclusive practice for families. Inclusive Education: Perspectives on Pedagogy, Policy and Practice, p.48.

Boggis, A., 2016. 22 Supporting inclusive practice in the Early Years. The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5, p.343.

Brown, Z. and Palaiologou, I., 2016. 6 Inclusive practice in early childhood care. Inclusive Education: Perspectives on Pedagogy, Policy and Practice, p.65.

Buckingham, S.A., Taylor, R.S., Jolly, K., Zawada, A., Dean, S.G., Cowie, A., Norton, R.J. and Dalal, H.M., 2016. Home-based versus centre-based cardiac rehabilitation: abridged Cochrane systematic review and meta-analysis. Open heart, 3(2), p.e000463.

Chap, I. and Heeney, J., 2017. Research Involving Parents of Disabled Children, Young people and Adult Children. The Palgrave Handbook of Disabled Children’s Childhood Studies, p.229.

Deland, E., Gordon, J.E. and Kelly, R.E., 2018. Let’s talk about improving communication in healthcare. Columbia Medical Review, 1(1).

Foronda, C., MacWilliams, B. and McArthur, E., 2016. Interprofessional communication in healthcare: An integrative review. Nurse education in practice, 19, pp.36-40.

Glendinning, C., 2015. A single door: social work with the families of disabled children. Routledge.

Gordon, J.E., Deland, E. and Kelly, R.E., 2015. Let’s talk about improving communication in healthcare. Col Med Rev, 1(1), pp.23-27.

Havnes, T. and Mogstad, M., 2015. Is universal child care leveling the playing field?. Journal of Public Economics, 127, pp.100-114.

Kelly, B., Dowling, S. and Winter, K., 2017. Disabled Children in Out-of-Home Care: Issues and Challenges for Practice. In The Palgrave Handbook of Disabled Children’s Childhood Studies (pp. 557-573). Palgrave Macmillan, London.

Lamb, M.E., 2014. Child care in context: Cross-cultural perspectives. Psychology Press.

Landry, S.H., Zucker, T.A., Taylor, H.B., Swank, P.R., Williams, J.M., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan, C.J. and Phillips, B.M., 2014. Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental psychology, 50(2), p.526.

O'connor, P., O'dea, A., Lydon, S., Offiah, G., Scott, J., Flannery, A., Lang, B., Hoban, A., Armstrong, C. and Byrne, D., 2016. A mixed-methods study of the causes and impact of poor teamwork between junior doctors and nurses. International journal for quality in health care, 28(3), pp.339-345.

Taylor, R.S., Dalal, H., Jolly, K., Zawada, A., Dean, S.G., Cowie, A. and Norton, R.J., 2015. Home?based versus centre?based cardiac rehabilitation. The Cochrane Library.

Torchia, M., Calabrò, A. and Morner, M., 2015. Public–private partnerships in the health care sector: A systematic review of the literature. Public Management Review, 17(2), pp.236-261.

Tracy, J. and McDonald, R., 2015. Health and disability: partnerships in health care. Journal of Applied Research in Intellectual Disabilities, 28(1), pp.22-32.

Wingate, U., 2015. Academic literacy and student diversity: The case for inclusive practice (Vol. 42). Multilingual Matters.