identify who will be involved during these particular supports. Child's Strengths and Interests Domain of Developmental Focus 1. 2. 3. Child Profile Child's Needs for Support SMART goal (Related to HDLH) Adapted Activities, Routine Supports, or Adaptive Equipment How, Where and When to Use Supports or Aids Who Will Be Involved? PART B: Use the ISP template provided to create a cohesive plan for improved support of Matteo in your classroom. Include the following detail in the template below: strengths and interests needs for support by the ECE team Identify 3 specific domains of focus, and what the focus of this domain is about, such as self-care, expressive language, attention regulation, social interest, emotional reactivity. create a SMART goal, considering what is specific, measurable, achievable, realistic and time-bound (e.g. short-term vs. long term). This must also include a connection to HDLH, recognizing the educator's role in creating an inclusive space. identify 2 adaptations to activities, routine supports/strategies, or equipment related to the SMART goal describe how, where and when these supports, or aids will be used 10 Matteo Case Study Matteo is a 3-year-old boy who is black. He has a diagnosis that the family refuses to share. Matteo lives with his mother and father and older sister Jazmine (6 years) in Markham, Ontario. Matteo is supposed to attend his childcare 5 days a week but is often absent or late. Since beginning at the childcare, educators, Laila and Sanaz have noticed that Matteo spends most of his day playing alone. He is often seen trying to enter play with the other children, but his short attention span and limited communication prevent him from engaging in appropriate play. He is usually cooperative during daily routines but only if they are structured and consistent. Matteo doesn't really seem to have a favourite activity at the centre and moves from one activity to another very quickly. He paces the room and drops a toy to pick up a new one. He often leaves the carpet to walk around the room aimlessly and talks to himself. Educators describe him as 'resistant' to participation and report he can get 'explosive' when he doesn't get his way. There have been numerous occasions where Matteo has destroyed a peer's creation and shout's "stupid, stupid" when other children become upset. Educators don't know how to get Matteo to listen and are looking for strategies. The 9 educators often complain to their supervisor, Carmen, that Matteo is too difficult and that they are not "paid enough" to deal with his terrible behaviour. The educators think that Matteo should no longer be at the centre, and Carmen has spoken to Matteo's family about finding a more suitable childcare for him. The educators think that Matteo has a hearing problem because he constantly ignores the educators in the room. Sanaz tried to use visual cards with pictures on them, and she thinks they seem to help because he looks at the cards, but then he runs away from her. She currently uses images for "STOP", "NO", and "BAD". In small groups Matteo manages his behaviour well. If the educator has given him a sensory object to hold, he is quite engaged in the activity, but they think it is too much of a distraction for the other children. He also has difficulty returning the object to the teacher when it is his time to do the task. The educators decided to hide the sensory bin so that Matteo's fidgeting doesn't bother other children. The educators are aware that Matteo sees a Speech and Language Pathologist weekly. The therapist is working on articulation and expressive language. Matteo has an expressive vocabulary of 15 words. He exhibits more advanced receptive language skills as he understands and responds to simple instructions like, "toilet", "wash hands", "eat", and "play". Matteo does not have a consistent friend at the centre. The other children report that he is 'too grabby'. Matteo's parents refuse to comment on these issues and insist he plays well with his sister at home. Jazmine loves to look after her little brother. Whenever Matteo is visibly upset Jazmine comforts him with a big hug. The parents said Matteo gets along with his same aged cousin, but they do not see each other regularly. Matteo has a pop-up tent and beanbag pillow in the living room and uses it to calm down and jump his body onto the beanbag. At the centre, educators have tried escorting Matteo to the sensory/gross motor room across the hall, but he never wants to stay there for more than two minutes at time. BA because he looks at the cards, but then he runs away from her. She currently uses images for "STOP", "NO", and "BAD". In small groups Matteo manages his behaviour well. If the educator has given him a sensory object to hold, he is quite engaged in the activity, but they think it is too much of a distraction for the other children. He also has difficulty returning the object to the teacher when it is his time to do the task. The educators decided to hide the sensory bin so that Matteo's fidgeting doesn't bother other children. The educators are aware that Matteo sees a Speech and Language Pathologist weekly. The therapist is working on articulation and expressive language. Matteo has an expressive vocabulary of 15 words. He exhibits more advanced receptive language skills as he understands and responds to simple instructions like, "toilet", "wash hands", "eat", and "play". Matteo does not have a consistent friend at the centre. The other children report that he is 'too grabby'. Matteo's parents refuse to comment on these issues and insist he plays well with his sister at home. Jazmine loves to look after her little brother. Whenever Matteo is visibly upset Jazmine comforts him with a big hug. The parents said Matteo gets along with his same aged cousin, but they do not see each other regularly. Matteo has a pop-up tent and beanbag pillow in the living room and uses it to calm down and jump his body onto the beanbag. At the centre, educators have tried escorting Matteo to the sensory/gross motor room across the hall, but he never wants to stay there for more than two minutes at time. Matteo loves activities that involve music. He will follow action songs, and often stands up to dance during these activities. He mimics other people singing but is not using the right words. The educators try to correct him when he uses the wrong words, but he sings louder or tries to run away. When he is getting ready to go outside, he gets very excited and starts to jump up and down and flap his hands. During outdoor time, Matteo loves climbing up the stairs to go down the slide, but hoggs the play equipment. His gross motor skills are excellent, but he does trip and fall sometimes because he is so excited.