Adaptations/changes made: to the environment, the routines and curriculum (to achieve inclusion for this child) as well as the strategies (based on the observations)here, describe in detail how the environment was adapted/changed and the strategies of the plan. it needs to be clear how the observations and reflections have influenced these adaptations and changes.

how Tyler was before the plan was implemented

Social Interaction:Tyler demonstrated challenges in engaging with peers, notably limited eye contact, minimal responses to social cues, and a lack of active initiation of social interactions.

Communication Skills:Tyler exhibited difficulties in verbal communication, characterized by limited and repetitive speech. Expressing their needs and emotions was a particular challenge.

Sensory Sensitivity:Tyler displayed heightened sensitivity to sensory stimuli, with a strong aversion to the texture of felt.

Repetitive Behaviors:Tyler engaged in repetitive behaviors and rituals, such as rocking and meticulously lining up objects in rows.

Limited Imaginative Play:Tyler consistently favored repetitive or solitary play activities, displaying less interest in imaginative or creative scenarios.

Evidence of Tyler's Knowledge, Ideas, Abilities, and Interests:

• Specialized Interests:Tyler showed a profound interest in specific subjects, particularly numbers and cars, exhibiting in-depth knowledge and fascination.
• Perseverance:Tyler demonstrated remarkable persistence and focus on tasks related to their interests, often engaging in repetitive actions with a keen attention to detail.

Influences Impacting Tyler's Behaviour:

• Sensory Overload:Tyler's behaviour was significantly influenced by sensory sensitivities, leading to responses like withdrawal and avoidance when confronted with overwhelming sensory stimuli.
• Difficulty with Communication:Challenges in verbal communication contributed to potential frustration and anxiety, leading to behaviors such as withdrawal, tantrums, or self-stimulatory actions.

Tyler's Reactions to the Play Environment:

• Limited Engagement:Tyler displayed minimal interest in interactive play with peers, frequently preferring solitary activities or parallel play.
• Repetitive Play Patterns:Tyler engaged in repetitive play behaviors, often focusing on specific objects or activities, and exhibiting repetitive movements.

Needs of Other Children Affected by Tyler's Behaviour:

• Understanding and Empathy:Fostering an environment where other children can understand and show empathy toward Tyler's challenges is crucial to create supportive and inclusive atmosphere.
• Clear Communication:Providing clear, age-appropriate explanations about Tyler's condition can help other children understand their unique needs and encourage acceptance.
• Sensory Considerations:Creating a sensory-friendly environment can benefit both Tyler and other children by minimizing sensory overloads and respecting individual sensory preferences.

goals for tyler

A long-term goal for Tyler is to slowly teach Tyler to communicate although I am not expecting Tyler to communicate verbally, I would really like to try and have him communicate via sign language. Due to previous observations, I have noticed that Tyler is very capable of learning (able to lay colours in order) and it would greatly benefit him to be able to communicate before he goes to school.There is no time like the present to get Tyler ready for schooling and having the ability to communicate with others and feel heard/understood. A lot of our educators within the service are very knowledgeable in sign language. I would be more than happy to stay with Tyler and throughout the day slowly bring in signs while interacting with Tyler e.g., sign food/eat when he's sitting down eating or looking at food. I would also have the educators within the Kindy room and the lunch covers on the plan and if they don't know signs to teach them as well as post them on the staff room board. I would also teach the signs to the children to provide further assistance with Tyler as hopefully his communication progresses. I believe that providing Tyler with the opportunity to express himself as well as have his needs met would be so very beneficial. Tyler would be able to communicate with educators and eventually if everything goes to plan the other children in the room, he would be able to actively join in on experiences even if unable to play with children he would be able to play alongside and if needed can sign particular items and things he would like.

Strategies for tyler

Capitalizing on Tyler's abilities and interests is critical to support his inclusion and facilitate his sign language acquisition. Tyler's significant interest in specific activities such as form puzzles, stacking blocks, and spinning wheels can be incorporated into inclusive activities involving other children by educators. Setting up a collaborative shape puzzle or block stacking space where children may work together on a larger project, for example, may promote social connection. Recognizing and respecting Tyler's preference for independent play is also crucial, so opportunities for parallel play with peers, rather than direct interaction, might be good. Tyler's sensory interests can be addressed by introducing sensory play activities within the curriculum, such as textured materials or activities that engage several senses.

When teaching sign language, it is critical to accommodate Tyler's specific communication preferences. Tyler demonstrates hand-flapping and rocking actions; thus, introducing signs with hand movements may be consistent with his natural preferences. Beginning with signs relating to his interests, such as shapes or sensory sensations, will help him enjoy the learning process. Using visual aids such as flashcards that include both the sign and the appropriate object or activity will help him understand better. Furthermore, frequent reinforcement and positive reinforcement tactics, such as praise or small rewards, might encourage Tyler to utilize sign language as a mode of communication. Collaboration with speech and language therapists or specialists can also give specialized communication tactics.

adaption to routine to support the plan

• Signs around the room for Tyler to observe throughout the day (laminate the cards and add Velcro to add a sensory element for Tyler to enjoy). I will have sign language flashcards laminated that include (at first) simple signs such as eat, drink, water, sleep, hungry, etc. Due to Tyler's interest in sensory play of particular items (Velcro is a passion of his), I will stick them to the bac to stick on the wall which will grab Tyler's interest in the cards.
• Including more experiences such as shape puzzles, sensory lay and fidgets into the room for Tyler to explore while also being included more into the daily programming. We have a small amount of fidgets within the room already and whenever they are out Tyler is immediately drawn to them focussing on the spinning wheels and the sensory bottles. I will speak with the manager and owner about buying more resources for children with similar interests as Tyler.

An area set up within the room that is filled with Tyler's interests will be greatly appreciated by Tyler and give him the ability to have an area of the room where he can always find items that comfort him as well as the signs for the names of the different items. This will not only incorporate signs but also could possibly provide Tyler with the ability to ask for them when needed if they get taken from the area.

observations after plan was implmented

We set up a quiet corner of the room for Tyler to enjoy that is filled with his preferred resources as well as sensory toys for him to use at any time. We have noticed that Tyler when he becomes overstimulated or is tired he will sign 'sleep' before heading to his quiet area and resting or playing until he is ready to come back. Tyler sometimes becomes alert in the area signing the word 'play' as he is grabbing toys and playing with them.

We have noticed since the introduction of sign language and a corner for Tyler he has been becoming more involved in group experiences. Today we had the Kindy children construct whatever they pleased out of playdough and seeing what they came up with. Tyler came over to engage in the experience which was shocking, we were in awe watching him walk over to other children and interact with the playdough. Tyler smelt the scented playdough before signing food, once corrected that it was food Tyler became engrossed in the play dough squishing and squeezing it vocalizing his enjoyment.

We have taken a massive step in a fabulous direction, Tyler joined in on another experience, first signing 'play' Tyler was struggling to get the paint out of the tube to spray onto his cupcake. We asked Tyler if he wanted 'help' while signing to him, he came closer to Nina the educator, she slowly approached Tyler wrapping her hands around him to guide Tyler on what to do. To our surprise he was thrilled to have Nina touching him, vocalizing and smiling while looking at his cupcake being sprayed with paint. Tyler accepting this type of contact for so long was shocking to us we can't wait to see how much further he comes throughout the year.