Component D: Summative Evaluation report for family

Dear Louise,

This is a summative evaluation report of Adam’s inclusion plan implementation that I have worked collaboratively with Adam’s teachers and you in designing
the Adam’s individual inclusive plan with an outcome for Adam to further develop his speech through engaging in social conversation with 2-3 children for 2-
3 times a day.

Over the last three weeks, I have implemented the strategies to engage Adam in small group conversation and interaction in embedded learning opportunities
such as daily interaction in daily routine, planned and spontaneous learning experiences as well as making some modification in the play learning environment
that promote positive social cooperative plays and interactions. From my evaluation, Adam has achieved this gaol with an increased positive sense of self and
confidence in engaging in group conversation, play and learning experiences. In addition, I utilised Adam’s interests and strengths to help set up outdoor
experiences and lead some of learning experiences Play-based learning experiences, modification in play learning environment and strategies identified in the
planned worked effectively in supporting Adam to meet his gaols. Besides, it helps facilitate and promote social interaction through appropriate play
environment that related to the child’s interest and strength (Papacek, Chai & Green, 2015; Helm & Katz, 2011; DEEWR, 2009). These are evident in his
confident in engaging in the social cooperation play and conversation in the planned and spontaneous learning experiences implementation and evaluation
(Appendix 6). According to the research, the change to the ongoing activity or materials in order to maximise the child’s participation and achieve goals is the
key consideration of modification, and help increase teaching and learning opportunities to the child (Sandall &Schwartz, 2008). I have used the Building Block
Model guided by this literature in designing the plan, and used the blended practices in teaching of Grisham-Brown, Hemmeter and Pretti-Frontczak (2017)
intentional teaching (WEER,2009) and incidental teaching in my teaching practices and strategies when engaging in Adam’s plays and learning to scaffold his
learning and expanding his engagement in the experiences.

Some examples of cooperative play learning situations and conversations that Adam engaged in:

Adam engaged in lego construction play that I implemented (25/10/18) as a follow up

experience from the 24/10/18 experience. Adam and K worked together to create a transformer
crane. Adam interacted with the children within the table about what they made and what their
transformer could do.
Adam and a group of children initiated their own cooperative play using resources that I added in the construction
area.

Adam enjoyed the snail game that I implemented as an extension from his interest in snake and
ladder game (19/10/2018). Adam engaged in this game for a long time. With encouragement, Adam
suggested new ways to play the game.

Adam enjoyed Doodle Bugs game (26/10/18).

I approached the sandpit where Adam and his group of friends were playing. I expanded the conversation and extended children’s play and learning by asking
open-ended questions, followed children’s lead/ideas and continued encouraging children to share thinking and working cooperatively through being play-
partner. I planned and implemented a volcano explosion science experience for Adam and a group of children to explore and discover what volcano explosion
looks like. Child-lead, incidental teaching and intentional teaching approaches are beneficial in scaffolding and expanding the child’ engagement in play with
others; as Adam and a group of children engaged in cooperative play. (24/110.18, Appendix 6).

This was a meaning learning experience of Adam’s engagement in cooperative play experience with a few of his friend in creating to make their own snake
and ladder game (1/11/18, Appendix 6)
Where to from here:

I have attached a copy of full inclusion play and implementation of learning experiences to this email. I would recommend to continue using the strategies
that help increase Adam’s involvement in social conversation and play to help him further develop his speech development. Utilise everyday activities,
experiences and routines in family and community contexts in facilitating cooperative environment, communication and arrange play for positive effects on
the participants’ reciprocal social interaction and relationship (Papacek, Chai & Green, 2015; Dunlap, 2009; DEEWR, 2009). Moreover, use play-based
experiences, child-lead and fun learning activities such as board games/group games, and involve family members in the experiences to engage and expand
Adam’s engagement in learning and enhance his developments. Accordingly, researchers argue that following the child’s lead helps him be persistence in
working toward developmental goals, expands their learning engagement, and transforms opportunities for learning into successful learning interactions
(McWilliam & Casey, 2008; Sandall, Schwartz and Joseph, 2001).

With kind regards,

Jouly Phetchareuen