BLOOM SYNDROME

Eden Hamill

300457998

HOW BRITTANY`S LIFE HAS CHANGED

Brittany`s family has moved from the sunny state of Florida to Toronto since her diagnosis of Bloom Syndrome. She has been assigned to my preschool room and will begin in a couple days. Since the move Brittany is feeling sad because she misses her friends back home. Her brother is very mad at Brittany because he believes that the move is all of her fault. His behaviour is very difficult for the parents and has asked for my help.

THE NEEDS OF THE CHILD THAT NEED TO BE CONSIDERED AND ADDRESSED

Adapted learning environment

for physical barriers

Frequent doctor’s appointments to

monitor the health of the child

Specific observation

relating to the

child`s health

Adaptive environment for respiratory

and immune system challenges

THE NEEDS OF THE FAMILY THAT NEED TO BE CONSIDERED AND ADDRESSED

Resources that provide information on the community and aspects it may offer or have to allow parents to become more

familiar with their new surroundings

Resources to help the son cope with the new move and to help the parents with guidance strategies that will help with their

sons behaviour issues during this time

DEFINING BLOOM SYNDROME

Bloom syndrome is a condition that affects both genders. People with Bloom Syndrome have an extremely small stature and are not usually taller than five feet. They also high pitched voice, long and narrow face, smaller and lower jaw, and distinctive nose and ears. With sun exposure, red lesions appear on the nose and cheeks. Many but not all people with Bloom Syndrome can be affected by a metal or learning disability. Bloom syndrome also affects people`s ability to fight infection, have weak immune systems, chronic lung problems, diabetes and frequent pneumonia and ear infections. People with Bloom Syndrome have. It is more common for the cancer to present itself when a person is in the early twenties however there are just as many cases that show it can start earlier than ten years of age. Men are often infertile, while women can still have children but experience menopause at an early stage. Bloom Syndrome is a condition that is inherited and is prominently seen in people with a Jewish descent. Bloom Syndrome happens when chromosomes re-arrange themselves and break down. There is no cure for Bloom Syndrome.

PICTURE AND VIDEO LINK DEFINING BLOOM SYNDROME

http://youtu.be/1jNbeOR1ryI

MEETING THE NEEDS OF CHILDREN WITH SPECIAL NEEDS WITHIN THE CHILDCARE SETTING

When planning to meet the needs of Brittany joining my class, I need to ensure that I create an environment that meet her needs and is inclusive. Providing an inclusive environment for children and their families allows for the ``same opportunities to learn, enjoy and participate as others, actively welcome children with special needs, respond to them and their parents and reduce barriers that may present themselves``(McCaie, L. Connectability-inclusion workshop, 2013). Inclusion is important on so many levels. Research has prove it be ``beneficial to all involved, improves social and adaptive skills and cognitive and physical development is increased``(McCaie, L. Connectability-inclusion workshop, 2013).

MODIFICATIONS TO THE PHYSICAL ENVIRONMENT

With Brittany shortly joining my class I would have to make some modifications to the environment and how I will teach her. ``Adaptive learning environment would include the physical space, removal of barriers, materials, toys, equipment, adaptive devices for greater independence and flexibility in routines, schedules and activities``(McCaie,L. Adaptive learning environment, 2013). Modifications to the environment would be to possibly change the size of the furniture. Because Brittany has a small stature, the height of table and chairs may be too high. Providing proper size furniture that is suitable for Brittany will resolve the issue. Cutlery used at meal times should also accommodate the size that is comfortable fore Brittany to hold.

MODIFICATIONS TO THE PHYSICAL ENVIRONMENT-CONTINUED

The placement of toys may need to be on lower shelves so that they are easily accessible. When using the washroom, if the toilet is not easily reached by Brittany, a step stool can be added which will allow her easy access and more independence.

MODIFICATIONS TO THE PHYSICAL ENVIRONMENT-CONTINUED

When going up and down stairs that may be around the childcare, additional railings may need to be at a lower height. An air purifier may need to be installed to ensure that the air is as clean as possible. This could help with reducing respiratory and immune problems. Brittany is more susceptible to catching illnesses. When a child is sick in the class, water and play dough play can be put aside to reduce the possibility of spreading of the illness.

MODIFICATIONS TO THE PHYSICAL ENVIRONMENT-CONTINUED

When on the outdoor playground, ride on toys may need to be of a smaller size. On sunny days, Brittany will need to play in areas that are not in the sun due to the sensitivity of her skin. This consideration will need to be implemented in the classroom or on the outdoor playground. This can be done by providing shaded areas on the playground and drawing the blinds inside the classroom. Brittany may be absent repeatedly because of frequent doctor’s appointments and illnesses. When Brittany is absent, ensuring she gets to catch up and take part in learning she may have missed is essential. Bloom Syndrome can affect a person`s mental or learning ability.

CHANGES IN TEACHING STRATEGIES With Brittany joining the class soon, I can be proactive by

scheduling appointments with specialist. Brittany should be assessed to determine her cognitive abilities to ensure she gets access to resources that may be available for her. Having Brittany assessed will also help when planning curriculum for her. ``The role of the early childhood educator is to assist in making the earliest possible identification of developmental differences or at risk conditions``(McCaie, L. The role of the early childhood educator,2013). Brittany has already been diagnosed with Blooms Syndrome; however I need to be aware of any physical conditions that may change in her health. As we know people with Bloom Syndrome can also have a metal and learning disabilities so ensuring the right assessments are provided is essential. When working with children with special needs, you also work in ``collaboration with resources consultants and specialists, families and coworkers``(McCaie, L. The role of the early childhood educator,2013). Getting access to such ``services as consultants and specialist, a Form 14 is needed``(McCaie, L. The role of the early childhood educator,2013).

CHANGES IN TEACHING STRATEGIES- CONTINUED

Teaching strategies for Brittany will vary from others depending on her cognitive abilities. Once assessed, ``creating and implementing individual program plans and individual educational plans can happen. This includes providing thoughts, ideas, observations, strategies and solutions``(McCaie, L. The role of the early childhood educator,2013). When working with children with special needs, considerations need to be made when giving instruction and completing tasks sometimes needs to be adapted. ``Expectations need to be set that are realistic, set a child up for success, expect follow through, provide assistance when needed, use positive language and allow enough time for the child to process``(McCaie, Lisa. Connectability-giving instructions, 2013). ``When giving directions be brief, use visuals to help the child understand like gestures, photos, objects and printed words``(McCaie, Lisa. Connectability-giving instructions, 2013).

FOCUS ON THE CHILD AS PART OF THE LARGER GROUP OF CHILDREN Creating an inclusive environment

impacts the child with special needs and the other children in the room in a positive way. ``Children with special needs should attend educational, recreational and community programs with their peers``(McCaie, L. Inclusion of children with special needs, 2013). Providing an inclusive environment benefits everyone with ``developmental progress by children learning from other children, development of sensitivity and benefits families and the community``(McCaie, L. Inclusion of children with special needs, 2013)

FOCUS ON THE CHILD AS PART OF THE LARGER GROUP OF CHILDREN- CONTINUED

Providing an inclusive environment in the class that Brittany will shortly be joining allows the children in her class to see that she is just like them and that not one person in the world looks exactly the same. Reading prosocial stories about acceptance and inclusion daily will encourage children to not be bias. ``People with special needs should be included as full members of society``(McCaie, L. The history of inclusion, 2013). Providing an inclusive environment creates friendships amongst all children. When creating environments that are inclusive, it allows children to ``understand reasons for individual differences in other children and allows for a learning space to encourage active participation``(McCaie, Lisa. Acceptance, 2013).

THE NEEDS OF THE FAMILY AS A WHOLE

When looking at everyone involved in Brittany`s life, her parents play the biggest role. ``Parents of children with special needs should be greeted with a welcoming environment, provided with workshops that they can take part in, provided information that will help and time``(McCaie, L. Adaptive learning environment, 2013).

THE NEEDS OF THE FAMILY AS A WHOLE- CONTINUED

Educators can keep a daily log of Brittany’s health that can be shared with her parent’s at the end of the day. This will for her health to be monitored because with Bloom Syndrome children frequently get sick. When meeting with Brittany’s parent’s, a private room should be used. Because of Brittany’s frequent illnesses, allowances should be made for regular phone calls from her parents. Brittany`s brother has been affected by her diagnosis in many ways. His parents have had to focus more attention on Brittany because they have recently moved after the revelation of her conditions health effects.

THE NEEDS OF THE FAMILY AS A WHOLE- CONTINUED

They have had to focus on setting up their lives in a new place and has impacted him in a negative way. Brittany`s brother has had behavioural issues which could be a result in the lack of attention he may not be getting and having to more to a new place not by choice. Ensure that he is involved in any ways possible with have an impact on the family, even if it is just interactions with his sister. ``Involvement of typical children can be seen in social and physical activities``(McCaie,L. Adaptive learning environment, 2013). Also ensuring that there is time set aside just for Brittany’s brother will make him feel equally important and validated as well.

CONNECTING FAMILIES WITH RESOURCES AND AGENCIES IN THE LOCAL AREA

Brittany and her family are new to the country and the busy city of Toronto. Brittany’s family needs more support than other because they are not familiar with their surroundings. With Brittany’s medical condition, it is important that efficiently connects with resources and agencies. ``A major responsibility of teachers is to refer children to the appropriate support and services. It is important that ECE`s know the local community services``(McCaie, L. The role of the early childhood educator,2013). Children with special needs should always have ``appropriate supports such as education and accessible environments should be provided to ensure inclusion``(McCaie, L. The history of inclusion, 2013).

RESOURCES AND AGENCIES IN THE LOCAL AREA- EDUCATIONAL Early Childhood Educator: “observes, participates in creating and

implementing IPP’s, making adaptations in the environment, supports families, links with other professionals, and much more”

Cost: Provided at children centre. Childcare varies in cost but can be subsidized if eligibleContact information: Access through childcare

Special Education Teacher: “Specialty teacher who overseas and may also implement the education and development of children with special needs”Cost: Free service, provided at children centre. Childcare varies in cost but can be subsidized if eligibleContact information: Access through childcare

Resource Teacher or Consultant: “promote the inclusion of children with special needs in the childcare community, gather information in relation to children with special needs, assist families and childcare staff in identifying strengths, needs and goals for the child with special needs, access and coordinate resources to support children, families and childcare staff, develop appropriate strategies and service plans to support inclusion of the child with special needs and interact with related professionals in the community”

Cost: Free service, provided at children centre. Childcare varies in cost but can be subsidized if eligibleContact information: Access through childcare

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL Pediatrician: “a pediatrician specializes in child

development and medical care for children”

Family Doctor: “make a diagnosis, can advise parents about accessing and referral for diagnosis and help the family find support”

Physiotherapist: “works with children and their families to develop the child’s maximum level of independence by addressing physical aspects (movement, muscle strength, coordination, fitness and respiration)

Public Health Nurse: “provide information on healthy growth and development of children, immunization and resources, supports and services in their community”

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: 211 TorontoService: Trained professional social workers provide non-clinical assessments, information, referral and advocacy for people looking for services. Services are available in various languagesReferral Process: Not requiredCost: FreeLocation: Box 203, 543 Richmond St. W., Suite 125 Toronto, ON, M5V 1Y6Contact: 416 392-4605 / Fax 416 392-4404 info@findhelp.cawww.211toronto.ca

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: Macaulay Child Development CentreService: home and centre-based integrated child care programs, family resource programs, parent/caregiver drop-ins, homework clubs, consultation to child care programs, community parents’ program (in-home peer support to high-needs pregnant women/families with children birth-6 years), speech/language services, family and early literacy specialists.Referral Process: Not requiredCost: Free, expect for child care service and subsidy is available if eligible Location:400-2010 Eglington Ave. W., Toronto, ON, M6E 2K3Contact:416 789-7441 / Fax 416 789-4719 info@macaulaycentre.orgwww.macaulaycentre.org

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: Toronto Children’s Services DivisionService: provides families with detailed information on licensed child care options in Toronto (includes both childcare centres and home care arranged through a licensed private home agency), assistance in placement and care of children with special needs and registry of family resource programs and other parent programs. Administers child care fee subsidy program for families who require financial assistance with cost of licensed child care.Referral Process: Not RequiredCost: FreeLocation: Metro Hall, 55 John St., 10th Fl., Toronto, ON, M5V 3C6Contact: 416 392-KIDS(5437) / Fax 416 392-4576 childcare@toronto.cawww.toronto.ca/children

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: Variety VillageService: Program: to improve the quality of life of all people, regardless of their abilities. By offering specialized programs and services, we create a level playing field without barriers, intimidation or other obstacles. Dedicated to people of all abilities, A great place to get fit and have fun. special events, day camps, meeting rooms. A sports, fitness and training centre with integrated programming for children who are physically, developmentally and/or medically disabled. Referral Process: Not Required Cost: Not Available Location: 3701 Danforth Ave., Scarborough, ON,M1N 2G2Contact: 416 699-7167, 416 699-8147 (TTY) / Fax 416 699-5752 www.varietyontario.ca/village

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: Child Development Institute

Service: Consultation services include individual child and program consultations, as well as education, training and support to staff and parents. Consultants are involved in assessment of children’s needs, active coordination of services, and developing individualized intervention plans for identified children that will support the child’s optimal development and functioning within the childcare centre. Workshops and the sharing of information and resources are also available to child care staff and parents at the childcare centres, based on identified needs and interests. For families with children aged 0-12 who are in child care.

Referral Process: The service is requested by the individual child care centre with the consent of the parent.

Cost: Free, expect for child care service and subsidy is available if eligible

Location: 197 Euclid Ave. Toronto, Ontario M6J 2J8

Contact: Tel: (416) 603-1827 Fax: (416) 603-6655 www.childdevelop.ca

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: North York General Hospital

Service: To better serve our community, North York General Hospital has an after-hours clinic that is run by over 125 family physicians from our hospital. The clinic represents the largest family health group in the province. Physicians in the clinic report back to the patient's family physician, ensuring good continuity of care.

Cost: Free

Referral Process: Not Required

Location: 2901 Bayview Avenue North York, ON M2K 1E6

Contact:Tel: (416) 491-6338

www.nygh.on.ca

RESOURCES AND AGENCIES IN THE LOCAL AREA- MEDICAL AND EDUCATIONAL

Name: Developmental Services Service: The Ministry of Community and Social Services provides

services and supports to people of all ages who have a developmental disability and their families, primarily through a network of community-based, board operated, non-profit transfer payment agencies. Services and supports are provided to meet the individual needs of people with developmental disabilities and their families to allow them to live, work and participate in a wide range of activities within the community, thereby improving the quality of their lives. Referral Process: Not RequiredCost: FreeLocation: Several locations across TorontoContact: Tel.: 905-868-8900 Fax: 905-895-4330 Toll Free: 1-877-669-6658 http://www.familycare.utoronto.ca/parenting/snd.html

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