Following a review of the literature, provide and justify strategies that could be included in an Action Plan for the children described in Case Study 1 and Case Study 2. Case Study 1 – Torrie is a 3-year-old with spina bifida. This condition is a result of malformation in the central nervous system, with a lack of fusion of some bones in the spinal column and an accompanying protuberance of the spinal cord and the lining of the spinal cord. Torrie is very small for his age, both in height and weight. He is not able to walk independently. He uses a walker to get around, is not toilet trained, and has gastric reflux problems. His language and cognitive skills are typical for his age. Torrie has undergone numerous medical procedures and his family is quiet careful about what they allow him to do. They admit that they have ‘babied’ him, both because of his small size and his medical issues. They would like to see him become more independent. Torrie is in preschool, where he mostly plays in isolation. He dislikes having to participate in activities and frequently asks for the teacher’s assistant to do things that he could do for himself – hands and arms are not affected. The other children are curious about Torrie but do not seek him out for play. His teachers and family would like to see Torrie become more independent, understand his capabilities, feel more confident about what he can do, and be motivated to make friends. Describe three strategies that could be included in an ‘Action Plan’ to encourage Torrie to try and complete tasks/activities independently within an inclusive early childhood education setting. • Describe three environmental modifications that could be included in an ‘Action Plan’ to support Torrie with social interaction with his peers and educators within an inclusive early childhood education setting. • Describe how you would evaluate progress on the six strategies put forward to ensure Torrie was growing in terms of his ability to learn from and through play Case Study 2 – Katie is a 2-year-old child with Down Syndrome who has a mild-moderate hearing impairment. She wears bilateral hearing aids inconsistently. She lives in a family with four brothers and sisters. Mum stays at home with her and the other children. She is primarily concerned about Katie’s expressive language development. She is not yet walking and continues to scoot and crawl. She has just started ‘pull-to-stand’ on objects in the environment. Katie is a very social little girl and enjoys cause-and-effect toys such as bubbles, and pop-up toys. She communicates with eye gaze, gesture, a few signs, and occasional vocalisations. She is beginning to activate toys by pushing and pulling. Katie’s family is motivated to teacher her signs and has purchased a videotape that all members are using to learn to sign. They frequently play the tape for Katie to watch during the day. Katie has learned to imitate these signs in sequence as presented on a DVD by an adult model without a visual presentation of the object being signed. Katie receives her primary nutrition via a g-tube, but she has recently initiated some early oral feeding Describe three strategies that could be included in an ‘Action Plan’ to support Katie’s communication development within an inclusive early childhood education setting. • Describe three environmental modifications that could be included in an ‘Action Plan’ to support Katie’s language development within an inclusive early childhood education setting. • Describe how you would evaluate progress on the six strategies put forward to ensure Katie was growing in terms of her ability to learn from and through play

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