what discussions you may have with staff, and the support they mayrequire implementing the plan? In your response, detail as many policies and procedures aspossible,thatyoufeelmay havetobefollowedforcorrectimplementationoftheplan

Assessment Item 2Case Study (a) Imagine you are working in an education and care service, and your team leader has advised you that a child with additional needs will be attending full time as of next week. Natasha is three years of age. She has an older brother who is six, and at school. Her parents are indigenous Australians 'om a remote Aboriginal community who have lived in the city for several years. The parents wish to return to their community as a family when Natasha is older. Natasha enjoys running and climbing. She can climb the ladder to the slide using alternate feet and can also climb up the slide the wrong way. She enjoys building in the sandpit and makes large sandcastles which she spends considerable time decorating. She gets upset if her solitary play is interrupted by other children and sometimes will swing her arms wildly as if she is holding other children away 'om her space. She also enjoys solitary play in the construction area, where she will play alone ar up to twenty minutes building complex creations. She does not like Tell me what you want to do appreciate having to adapt her plans to t in with the needs of other c-..-.-__- -1. WV.-- .5 ... ... .-- .F. cw--. -za. Natasha will follow routines by copying other children, but rarely interacts with other children. She will on occasion, play in parallel as long as children do not intrude on her space She does, however often select play areas where there are a_nup_tb_er_of children playing already. Natasha makes loud, droning noises, and will often produce this droning sound when she is happily engaged in solitary play. She will make a high-pitched shriek when she is upset or angry. She makes no attempt to initiate communication with others. She does not respond to sound. She has a severe hearing loss on the right and a moderate loss on the left. In a one-to-one interaction with adulnishe will respond when she understands what is requested. For example, when shown two glasses, one of orange and one of milk, she will indicate her choice. She is also able to indicate choices where pictures are used instead of the real objects: for example, pictures of two drinks. Her family has decided to use sign language around Natasha and are currently taking classes to become more uent in sign language themselves. They are willing to teach sta" at the centre some of the basic signs and request you use these with Natasha all the time. Natasha feeds herself independently, holding a spoon in her left hand. She uses a pencil grip to hold m and paint brushes and makes complex shapes in her drawings. She is not interested in drawing people, but will draw round shapes for owers, and square shapes for houses. She enjoys doing collage and can manipulate scissors to cut out rough shapes. Natasha enjoys puzzles and can successfully complete a four-piece puzzle. She will match squares, circles and triangles on the shape puzzle. She enjoys making patterns on the peg board and can copy a sequence of colours using the peg board. She prefers to attempt puzzles of toys and objects rather than puzzles which contain people