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She has already been availing the benefits of a bi-cultural worker and this may have helped her to some extent because she is already on the way to inclusion in early childhood(Grisham brown et al, 2005).
Rayan’s teacher in the baby class has provided some important information about her habits. Firstly, she appears to share a good relationship with her father because she enjoys gardening with him during the weekends. Secondly, the teacher also informs that she likes playing with dolls and smiles at other children but does not actively play with them. Both of Rayan’s parents want their child to be more actively involved with her peers and to interact with them.
Relevant issues which may need to be taken into account in terms of preparing an effective plan of action would be the Disability Standards of 2005, which have mandated that all students must be accorded more or less the same treatment and have equal access to educational facilities and learning. Since Rayan is hearing impaired, she has a disability and as a result, applying the provisions of the Disability Standards may require some adjustments to be made, such that Rayan can be treated on par with the other non disabled students she is in class with. It may be necessary to consider how best Rayan’s hearing impairment can be tackled and compensated for so that she does not miss out on any of the learning activities. In order to achieve higher levels of participation from the child, it may be vital to ensure that measures are put into place to deal with the hearing impairment, so that conditions are created which will facilitate interaction between Rayan and the other children. While the FM receiver has been used in the baby classes and Rayan has also enjoyed the support of a bi-cultural worker, this does not appear to have translated into higher levels of social interaction. The major objective that needs to be achieved in Rayan’s case is to ensure
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