Checklist for Assignments

Course Code:
EDUC15586
Assignment:
Case Study #1

1. I understand my professor’s expectations for this assignment. In

particular, I understand his/her specifications regarding collaborating with
other students.

2. I completed this assignment independently. It was not written by another

person, nor did I use another student’s work.

3. I used the documentation style recommended by my professor

consistently throughout this assignment (for example, APA).

4. When including direct quotations, I have acknowledged the use of others’ words
by including quotation marks around the quoted material and I have provided full
and accurate citations.

5. For paraphrased material, I put the original author’s ideas into my own words
and I have provided full and accurate citations.

6. I have properly acknowledged the use of any photographs, illustrations,

charts, diagrams, figures, audio, video, etc. from outside sources.

7. For this assignment, I have saved all of the articles I cited, all of my notes,
outlines and rough drafts in the event that my professor asks to see these.

8. I have never previously submitted this assignment, or parts of this assignment,

for any other course.

9. I did not share my work with anyone else, and have no intention of doing so.

10. If someone else proofread my work and provided suggestions for revisions, I
made all of the changes myself.

11. I asked a librarian or a tutor for citation help if needed.

12. I understand Sheridan’s Academic Integrity Policy, and am aware of

the consequences of breaching this policy.
13. I understand that I am required to submit my work to Turn It In to check for
originality. This process also allows me to review my initial work and correct
any identified issues prior to submitting my work for evaluation.

Student Name: Caleb Espinosa-Lozano Date: September 27, 2019

Signature: Caleb E. Espinosa
Case Study #1: Blossom

About Blossom

 Eight years old.

 Born after a prolonged labour.
 Diagnosed with spastic cerebral palsy and acquired brain injury at 3 ½ years old.
 Is now in grade two.

Main challenges

 Triplegia.
 Uses a motorized wheelchair.
 Difficulty hearing
 Needs assistance in feeding herself due to her limited motor skills.
 GERD.
 Speech is difficult to understand. Also becomes irritable frequently.

Assistance Plan for Blossom

As an educational assistant to Blossom, I would have the role of accompanying her for
large parts of the day, assisting her in area where she faces challenge, while also working
toward her acquiring proficiency and independence in whatever areas she can. My role would
involve coordinating with numerous supporters to devise the best plan to help Blossom
overcome hurdles and thrive.
One of the first priorities to help Blossom would be to help her make the most of the
mobility allowed by her triplegia as possible. With the direction of a physician or occupational
therapist, she can follow a plan of daily exercises to optimize her fine motor skills. I would
oversee that she follows that plan as often as she is required and be of encouragement and
assistance to her as she completes them. Safeguarding her dexterity in this way can enable her
to become fluent at performing simple, routine tasks, such as basic personal care. It would also
prove beneficial when working to develop her writing skills. This could be done with the help of
aids like a pencil stabilizer or a specialized desk with the right reclination and shape to
accommodate her in her wheelchair. In assisting her through this process, she would eventually
be able to convey messages to her peers on paper or a board. Further, Blossom can also benefit
from learning some basic sign language to the extent that her one functional hand allows for
effective conveying of messages.
At the same time, attention can also be given to Blossom’s speech abilities. Given that
she has no cognitive drawbacks and has shown effort in speaking, guiding her in adopting a
moderate pace and being concise can help improve her clarity and ensure she conveys basic
messages to those around her accurately. This could likewise require feedback from a speech
therapist and I can ensure she practices habitually. Based on how well she does, any
outstanding gaps in her communication can be ameliorated using tools like word-to-text, text-
to-word, or word prediction programs.
Helping Blossom get around in school can involve allotting extra time to arrive between
periods and during lesson activities. Her workspace should be kept accessible, free of
obstructions, and preferably not too remote from the door in case she may need to leave for
the nursery or washroom. She should also receive special considerations for missed
assignments and examinations in the occasions that she has to miss days for medical reasons.
When it comes to feeding Blossom, provided she has gained dexterity in her hand, in time she
might manage to eat independently with the help of cutlery that are weighted and feature large
handles. As she undergoes all of these changes and faces moments of stress and irritation, it is
important to incorporate tactics to calm her down, such as by assigning breaks, using calming
sensory tools, etc. On one final note, devising action plans in conjunction with Blossom’s
parents and medical professionals in anticipation of potential emergencies is a must.

Sources:
1. Lecture 3
2. https://kidshealth.org/en/parents/cp-factsheet.html
3. https://www.teachspeced.ca/cerebral-palsy?q=node/728