Narrative report for the child and the outcomes of his assessment
Interview with general classroom teacher:
This assessment is for a child who is diagnosed as having Down syndrome, and he is two years of his age. The interview of his general classroom teacher includes the child strength and his needs. She is working on the IFSP goal which is following the direction, and she still works on that goal. The strength and weakness points of the child as the teacher indicate are that the child is enjoying the circle time. He loves listening to the stories and songs. He recently shows interested on the puzzle, but he could not do it correctly. He can follow the direction that he use to do it every day such clean up the toys, …show more content…
He can do that because he saw his friends do that every day. He loves to stake the stacking toys. He can play simple make-believe games. He shows interested when he with his peers, but he could not communicate with them. He knows his mother when she come to pick him up. He does not know his teachers, mother, and father name, but he knows his brother name because he uses to hear it a lot. He shows improvement and progress in his fine motor and gross motor development. He has hard time transition from activity to others, and he takes a longe time to response to his teacher and translate to other activity. He has a problem with verbalization. He can say little words such mil which mean milk and bro which mean brother. He uses the sign language to ask for his needs and when he at the song time. He does not share playing with his friends. He uses to play alone more than …show more content…
The assessment is called Centers for Disease Control and Prevention act CDC. This tool is about a checklist that can be full out by a teacher, caregiver or parent. There are sixth points that illustrate of the child needs intervention or not. The observation I did is for up to two weeks. The child was observed in different settings and situations. The observation occurs while he joins playing with peers, through center time and on out play time. I used this assessment because the center-based uses this assessment tools, and the child is two years of his age, so we need to identify his level of development. This assessment includes Social/ Emotional, Language/ Communication, Cognitive (learning, thinking, problem- solving, and Movement/physical development aspects. I also tend to observe the child more to get an accurate data. In the social-emotional aspects the child seems to be as the typical children he can shows more and more independence, doing what I told him to do not do it, get excited when he with other children, but he does not interact with them directly. So he does not have friends. He sometimes copies others on the playing aspect and copy the adult when he heard them several times. However, on the language and communication aspects he is below his
Interview with general classroom teacher:
This assessment is for a child who is diagnosed as having Down syndrome, and he is two years of his age. The interview of his general classroom teacher includes the child strength and his needs. She is working on the IFSP goal which is following the direction, and she still works on that goal. The strength and weakness points of the child as the teacher indicate are that the child is enjoying the circle time. He loves listening to the stories and songs. He recently shows interested on the puzzle, but he could not do it correctly. He can follow the direction that he use to do it every day such clean up the toys, …show more content…
He can do that because he saw his friends do that every day. He loves to stake the stacking toys. He can play simple make-believe games. He shows interested when he with his peers, but he could not communicate with them. He knows his mother when she come to pick him up. He does not know his teachers, mother, and father name, but he knows his brother name because he uses to hear it a lot. He shows improvement and progress in his fine motor and gross motor development. He has hard time transition from activity to others, and he takes a longe time to response to his teacher and translate to other activity. He has a problem with verbalization. He can say little words such mil which mean milk and bro which mean brother. He uses the sign language to ask for his needs and when he at the song time. He does not share playing with his friends. He uses to play alone more than …show more content…
The assessment is called Centers for Disease Control and Prevention act CDC. This tool is about a checklist that can be full out by a teacher, caregiver or parent. There are sixth points that illustrate of the child needs intervention or not. The observation I did is for up to two weeks. The child was observed in different settings and situations. The observation occurs while he joins playing with peers, through center time and on out play time. I used this assessment because the center-based uses this assessment tools, and the child is two years of his age, so we need to identify his level of development. This assessment includes Social/ Emotional, Language/ Communication, Cognitive (learning, thinking, problem- solving, and Movement/physical development aspects. I also tend to observe the child more to get an accurate data. In the social-emotional aspects the child seems to be as the typical children he can shows more and more independence, doing what I told him to do not do it, get excited when he with other children, but he does not interact with them directly. So he does not have friends. He sometimes copies others on the playing aspect and copy the adult when he heard them several times. However, on the language and communication aspects he is below his