NCP Example 1

Preschool Child/AV approach

The following NCP document is that of a preschool age child (with cochlear implant) utilising an auditory-verbal approach. This child attended a mainstream kindergarten that included a program for children with hearing impairment.

SECTION 2 : ACCESS TO PRESCHOOL/SCHOOL

This section is to be completed for all children/students enrolling in preschool/school.

Its purpose is to identify additional requirements of individual children/students with disabilities and some children with chronic developmental delay.

Refer to the Children's Services Handbook or the Administrative Instructions and Guidelines for more information.

Does the preschool /school need major modifications for the child /student to access the environment? No
Does the school need minor modifications for the child/student to access the environment

Yes - Classroom acoustics; educational audiologist to check acoustics and suggest necessary improvements if required, eg carpet, curtains etc.

Does the child/student require particular supervision/management?

in the inside/classroom environments? Yes

moving between inside and outside play areas? Yes

the outside play/yard area? Yes

Specific individual teaching of emergency action plans.
Teacher to specifically locate and remove child in the case of fire or other emergency
Staff to monitor and facilitate positive communication and social interaction with hearing peers

Does the child/student have a health care plan? No

Does the child/student require a health care plan? No

Does the child/student require personal care (e.g. toileting, eating)? No

Does the child/student require particular arrangements to participate in excursions? Yes

1:1 adult supervision - adult carer to be made aware of safety issues concerning hearing loss

Use of FM unit - adult carer to be shown how to use the FM

Optimal seating for any group excursion activity

Information about teaching a child with a hearing loss to be forwarded to organisation hosting the excursion, for any persons who may be speaking to the group.

Does the child/student require particular arrangements for the occasional care program or full day program at

preschool?
Yes; gradual introduction of full day attendance with late arrival or early pick up

Does the child/student require special arrangements to participate in preschool/school activities and experiences?

Yes - optimal seating and use of FM unit at group times
ongoing monitoring of listening
monitoring and facilitation of participation at group times
maintenance of equipment (cochlear implant and FM unit)
awareness of possible language needs; vocabulary development, complexity of language used

Does the child/student require personal equipment (e.g. standing frame, toilet chair)? No

Does the child/student require technical equipment (e.g. keyboard, switches, adjustable bench tops)? Yes

Introduction of FM unit.

Does the child/student require a specialist communication program to be developed?

Yes - Auditory Verbal Program.

Has the child/student had a specialist program (e.g. Makaton)?

Yes - Auditory Verbal Therapy

Does the child /student require communication equipment (e.g. Liberator, Wolf) and programminng to use the equipment?

Yes - Cochlear implant and FM unit

Does the child/student require an orientation program to familiarise himself/herself with the preschool/school? No
Does the child/student meet eligibility requirements for CAFHS access assistant support? No
Does the child/student meet eligibility requirements for the DECS Preschool Support Program?

Yes - Support provided by Teacher for Children with Hearing Impairment

Does the staff need training and development in order to provide for the child's/student's developmental needs?

Yes - preschool staff require training and development of educational implications in relation to cochlear implant and hearing loss

Does the staff need training and development about specific occupational health, safety and welfare issues?

Yes - Safety issues in relation to the impant

Awareness that sand and water should not come into contact with the unit

Caution with contact sports/knocks to the head

Instructions in relation to ambulance/hospital re MRI scan or Diathermy (control of bleeding).

SECTION 3: PRESCHOOL PLANNING - PARTICIPATION IN THE CURRICULUM

Area of learning	Priorities for action	Responsibility for action	Agreements (ie what will happen
Self concept Support to develop positive self-concept in relation to peers	Co-operate with peers in play using appropriate communication skills. Maintain individualism without empahsis on hearing impairment	Preschool staff Teacher of the hearing impaired Preschool staff Teacher of the hearing impaired	Oversight/shadowing of play (from a distance) to facilitate appropriate interactions by teacher of the hearing impaired. Remind children about gaining child's attention and communicating with the child with a hearing impairment. Have the same expectations as for hearing peers
Communication Be confident in use of language and ability to comprehend and communicate.	Initiate and maintain verbal interactions Participate in group time activities (songs, Games, discussions)	Preschool staff Teacher of the hearing impaired A/V Therapist	1:1 parent guidance sessions small group times weekly A/V therapy
Transfer of skills from 1:1 session into kindergarten.	Observations and language samples	Teacher of the hearing impaired A/V therapist	Parent and Teacher of hearing impaired to exchange informationabout group time A/V therapist to pass on information to Teacher of hearing impaired
Social development Develop positive relationships outside family context. Participate as a member of a group	Inititate verbal interactions with peers and adults. Enter and exit play situations. Have appropriate skills for social situations. Is appropriately assertive.	Preschool staff Teacher of the hearing impaired Preschool staff Teacher of the hearing impaired	Shadowing free play to facilitate interactions and appropriate communication, but allow opportunity for self negotiation first. Teach assertive behaviour skills to all children
Technology Child to take resonsibility for FM unit usage.	Know when to use FM unit, and gets it ready for staff.	Preschool staff Teacher of the hearing impaired	Remind child at start of group time, if FM unit not already there. Encourage child to plug/unplug FM unit when not in use.

** NB there are other areas covered in this section (Creativity, Critical Thinking, Cultural Understandings), but they are not listed here, as this child had no additional documentation for these areas.

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