Bloom syndrome 1

BLOOM
SYNDROME
Eden Hamill
300457998

HOW BRITTANY`S LIFE HAS CHANGED
Brittany`s family has moved from the sunny state of Florida to Toronto
since her diagnosis of Bloom Syndrome. She has been assigned to my
preschool room and will begin in a couple days. Since the move
Brittany is feeling sad because she misses her friends back home. Her
brother is very mad at Brittany because he believes that the move is all
of her fault. His behaviour is very difficult for the parents and has
asked for my help.

THE NEEDS OF THE CHILD THAT NEED TO BE
CONSIDERED AND ADDRESSED
Adapted learning environment
for physical barriers
Frequent doctor’s appointments to
monitor the health of the child

Specific observation
relating to the
child`s health

Adaptive environment for respiratory
and immune system challenges

THE NEEDS OF THE FAMILY THAT NEED TO BE
CONSIDERED AND ADDRESSED

Resources that provide information on the community and aspects it
may offer or have to allow parents to become more familiar with their
new surroundings

Resources to help the son cope with the new move and to help the
parents with guidance strategies that will help with their sons behaviour
issues during this time

DEFINING BLOOM SYNDROME
Bloom syndrome is a condition that affects both genders. People
with Bloom Syndrome have an extremely small stature and are
not usually taller than five feet. They also high pitched voice,
long and narrow face, smaller and lower jaw, and distinctive nose
and ears. With sun exposure, red lesions appear on the nose
and cheeks. Many but not all people with Bloom Syndrome can
be affected by a metal or learning disability. Bloom syndrome
also affects people`s ability to fight infection, have weak immune
systems, chronic lung problems, diabetes and frequent
pneumonia and ear infections. People with Bloom Syndrome
have. It is more common for the cancer to present itself when a
person is in the early twenties however there are just as many
cases that show it can start earlier than ten years of age. Men
are often infertile, while women can still have children but
experience menopause at an early stage. Bloom Syndrome is a
condition that is inherited and is prominently seen in people with
a Jewish descent. Bloom Syndrome happens when
chromosomes re-arrange themselves and break down. There is
no cure for Bloom Syndrome.

PICTURE AND VIDEO LINK DEFINING BLOOM
SYNDROME
http://youtu.be/1jNbeOR1ryI

MEETING THE NEEDS OF CHILDREN WITH SPECIAL
NEEDS WITHIN THE CHILDCARE SETTING

When planning to meet the needs of Brittany joining my
class, I need to ensure that I create an environment that
meet her needs and is inclusive. Providing an inclusive
environment for children and their families allows for the
``same opportunities to learn, enjoy and participate as
others, actively welcome children with special needs,
respond to them and their parents and reduce barriers
that may present themselves``(McCaie, L.
Connectability-inclusion workshop, 2013). Inclusion is
important on so many levels. Research has prove it be
``beneficial to all involved, improves social and adaptive
skills and cognitive and physical development is
increased``(McCaie, L. Connectability-inclusion
workshop, 2013).

MODIFICATIONS TO THE PHYSICAL
ENVIRONMENT
With Brittany shortly joining my class I would have
to make some modifications to the environment
and how I will teach her. ``Adaptive learning
environment would include the physical space,
removal of barriers, materials, toys, equipment,
adaptive devices for greater independence and
flexibility in routines, schedules and
activities``(McCaie,L. Adaptive learning
environment, 2013). Modifications to the
environment would be to possibly change the size
of the furniture. Because Brittany has a small
stature, the height of table and chairs may be too
high. Providing proper size furniture that is
suitable for Brittany will resolve the issue. Cutlery
used at meal times should also accommodate the
size that is comfortable fore Brittany to hold.

ENVIRONMENT-CONTINUED
The placement of toys may need to be on lower
shelves so that they are easily accessible. When
using the washroom, if the toilet is not easily
reached by Brittany, a step stool can be added
which will allow her easy access and more
independence.

When going up and down stairs that may be
around the childcare, additional railings
may need to be at a lower height. An air
purifier may need to be installed to ensure
that the air is as clean as possible. This
could help with reducing respiratory and
immune problems. Brittany is more
susceptible to catching illnesses. When a
child is sick in the class, water and play
dough play can be put aside to reduce the
possibility of spreading of the illness.

When on the outdoor playground, ride
on toys may need to be of a smaller
size. On sunny days, Brittany will need
to play in areas that are not in the sun
due to the sensitivity of her skin. This
consideration will need to be
implemented in the classroom or on the
outdoor playground. This can be done
by providing shaded areas on the
playground and drawing the blinds
inside the classroom. Brittany may be
absent repeatedly because of frequent
doctor’s appointments and illnesses.
When Brittany is absent, ensuring she
gets to catch up and take part in
learning she may have missed is
essential. Bloom Syndrome can affect
a person`s mental or learning ability.

CHANGES IN TEACHING STRATEGIES
With Brittany joining the class soon, I can be proactive by scheduling
appointments with specialist. Brittany should be assessed to
determine her cognitive abilities to ensure she gets access to
resources that may be available for her. Having Brittany assessed
will also help when planning curriculum for her. ``The role of the
early childhood educator is to assist in making the earliest possible
identification of developmental differences or at risk
conditions``(McCaie, L. The role of the early childhood
educator,2013). Brittany has already been diagnosed with Blooms
Syndrome; however I need to be aware of any physical conditions
that may change in her health. As we know people with Bloom
Syndrome can also have a metal and learning disabilities so
ensuring the right assessments are provided is essential. When
working with children with special needs, you also work in
``collaboration with resources consultants and specialists, families
and coworkers``(McCaie, L. The role of the early childhood
educator,2013). Getting access to such ``services as consultants
and specialist, a Form 14 is needed``(McCaie, L. The role of the
early childhood educator,2013).

CHANGES IN TEACHING STRATEGIES-
CONTINUED
Teaching strategies for Brittany will vary from others
depending on her cognitive abilities. Once assessed,
``creating and implementing individual program plans
and individual educational plans can happen. This
includes providing thoughts, ideas, observations,
strategies and solutions``(McCaie, L. The role of the
early childhood educator,2013). When working with
children with special needs, considerations need to
be made when giving instruction and completing
tasks sometimes needs to be adapted.
``Expectations need to be set that are realistic, set a
child up for success, expect follow through, provide
assistance when needed, use positive language and
allow enough time for the child to process``(McCaie,
Lisa. Connectability-giving instructions, 2013).
``When giving directions be brief, use visuals to help
the child understand like gestures, photos, objects
and printed words``(McCaie, Lisa. Connectability-
giving instructions, 2013).

FOCUS ON THE CHILD AS PART OF THE
LARGER GROUP OF CHILDREN
Creating an inclusive environment impacts
the child with special needs and the other
children in the room in a positive way.
``Children with special needs should
attend educational, recreational and
community programs with their
peers``(McCaie, L. Inclusion of children
with special needs, 2013). Providing an
inclusive environment benefits everyone
with ``developmental progress by children
learning from other children, development
of sensitivity and benefits families and the
community``(McCaie, L. Inclusion of
children with special needs, 2013)

FOCUS ON THE CHILD AS PART OF THE
LARGER GROUP OF CHILDREN- CONTINUED

Providing an inclusive environment in the class that
Brittany will shortly be joining allows the children in her
class to see that she is just like them and that not one
person in the world looks exactly the same. Reading
prosocial stories about acceptance and inclusion daily
will encourage children to not be bias. ``People with
special needs should be included as full members of
society``(McCaie, L. The history of inclusion, 2013).
Providing an inclusive environment creates friendships
amongst all children. When creating environments that
are inclusive, it allows children to ``understand reasons
for individual differences in other children and allows for
a learning space to encourage active
participation``(McCaie, Lisa. Acceptance, 2013).

THE NEEDS OF THE FAMILY AS A WHOLE
When looking at everyone involved in
Brittany`s life, her parents play the biggest
role. ``Parents of children with special
needs should be greeted with a welcoming
environment, provided with workshops that
they can take part in, provided information
that will help and time``(McCaie, L.
Adaptive learning environment, 2013).

THE NEEDS OF THE FAMILY AS A WHOLE-
CONTINUED
Educators can keep a daily log of Brittany’s health that can be
shared with her parent’s at the end of the day. This will for her
health to be monitored because with Bloom Syndrome
children frequently get sick. When meeting with Brittany’s
parent’s, a private room should be used. Because of
Brittany’s frequent illnesses, allowances should be made for
regular phone calls from her parents. Brittany`s brother has
been affected by her diagnosis in many ways. His parents
have had to focus more attention on Brittany because they
have recently moved after the revelation of her conditions
health effects.

THE NEEDS OF THE FAMILY AS A WHOLE-
CONTINUED

They have had to focus on setting up their lives in a new
place and has impacted him in a negative way.
Brittany`s brother has had behavioural issues which
could be a result in the lack of attention he may not be
getting and having to more to a new place not by choice.
Ensure that he is involved in any ways possible with
have an impact on the family, even if it is just
interactions with his sister. ``Involvement of typical
children can be seen in social and physical
activities``(McCaie,L. Adaptive learning environment,
2013). Also ensuring that there is time set aside just for
Brittany’s brother will make him feel equally important
and validated as well.

CONNECTING FAMILIES WITH RESOURCES AND
AGENCIES IN THE LOCAL AREA

Brittany and her family are new to the country and the
busy city of Toronto. Brittany’s family needs more
support than other because they are not familiar with
their surroundings. With Brittany’s medical condition, it
is important that efficiently connects with resources and
agencies. ``A major responsibility of teachers is to refer
children to the appropriate support and services. It is
important that ECE`s know the local community
services``(McCaie, L. The role of the early childhood
educator,2013). Children with special needs should
always have ``appropriate supports such as education
and accessible environments should be provided to
ensure inclusion``(McCaie, L. The history of inclusion,
2013).

RESOURCES AND AGENCIES IN THE LOCAL
AREA- EDUCATIONAL
 Early Childhood Educator: “observes, participates in creating and implementing
IPP’s, making adaptations in the environment, supports families, links with other
professionals, and much more”
Cost: Provided at children centre. Childcare varies in cost but can be subsidized if
eligible
Contact information: Access through childcare
 Special Education Teacher: “Specialty teacher who overseas and may also
implement the education and development of children with special needs”
Cost: Free service, provided at children centre. Childcare varies in cost but can be
subsidized if eligible
 Resource Teacher or Consultant: “promote the inclusion of children with special
needs in the childcare community, gather information in relation to children with
special needs, assist families and childcare staff in identifying strengths, needs and
goals for the child with special needs, access and coordinate resources to support
children, families and childcare staff, develop appropriate strategies and service
plans to support inclusion of the child with special needs and interact with related
professionals in the community”
Cost: Free service, provided at children centre. Childcare varies in cost but can be
subsidized if eligible

AREA- MEDICAL
 Pediatrician: “a pediatrician specializes in child development
and medical care for children”

 Family Doctor: “make a diagnosis, can advise parents about
accessing and referral for diagnosis and help the family find
support”

 Physiotherapist: “works with children and their families to
develop the child’s maximum level of independence by
addressing physical aspects (movement, muscle strength,
coordination, fitness and respiration)

 Public Health Nurse: “provide information on healthy growth
and development of children, immunization and resources,
supports and services in their community”

AREA- MEDICAL AND EDUCATIONAL

 Name: 211 Toronto
Service: Trained professional social workers provide
non-clinical assessments, information, referral and
advocacy for people looking for services. Services are
available in various languages
Referral Process: Not required
Cost: Free
Location: Box 203, 543 Richmond St. W., Suite 125
Toronto, ON, M5V 1Y6
Contact: 416 392-4605 / Fax 416 392-4404
info@findhelp.ca
www.211toronto.ca


 Name: Macaulay Child Development Centre
Service: home and centre-based integrated child care programs,
family resource programs, parent/caregiver drop-ins, homework
clubs, consultation to child care programs, community parents’
program (in-home peer support to high-needs pregnant
women/families with children birth-6 years), speech/language
services, family and early literacy specialists.
Referral Process: Not required
Cost: Free, expect for child care service and subsidy is available
if eligible
Location:400-2010 Eglington Ave. W., Toronto, ON, M6E 2K3
Contact:416 789-7441 / Fax 416 789-4719
info@macaulaycentre.org
www.macaulaycentre.org


 Name: Toronto Children’s Services Division
Service: provides families with detailed information on licensed
child care options in Toronto (includes both child
care centres and home care arranged through a licensed private
home agency), assistance in placement and care of children with
special needs and registry of family resource programs and other
parent programs. Administers child care fee subsidy program for
families who require financial assistance with cost of licensed
child care.
Referral Process: Not Required
Cost: Free
Location: Metro Hall, 55 John St., 10th Fl., Toronto, ON, M5V
3C6
Contact: 416 392-KIDS(5437) / Fax 416 392-4576
childcare@toronto.ca
www.toronto.ca/children


 Name: Variety Village
Service: Program: to improve the quality of life of all people,
regardless of their abilities. By offering specialized programs and
services, we create a level playing field without barriers,
intimidation or other obstacles. Dedicated to people of all
abilities, A great place to get fit and have fun. special events, day
camps, meeting rooms. A sports, fitness and training centre with
integrated programming for children who are physically,
developmentally and/or medically disabled.
Cost: Not Available
Location: 3701 Danforth Ave., Scarborough, ON,M1N 2G2
Contact: 416 699-7167, 416 699-8147 (TTY) / Fax 416 699-5752
www.varietyontario.ca/village


 Name: Child Development Institute
Service: Consultation services include individual child and program
consultations, as well as education, training and support to staff and
parents. Consultants are involved in assessment of children’s needs,
active coordination of services, and developing individualized
intervention plans for identified children that will support the child’s
optimal development and functioning within the childcare centre.
Workshops and the sharing of information and resources are also
available to child care staff and parents at the childcare centres, based
on identified needs and interests. For families with children aged 0-12
who are in child care.
Referral Process: The service is requested by the individual child care
centre with the consent of the parent.
Cost: Free, expect for child care service and subsidy is available if
eligible
Location: 197 Euclid Ave. Toronto, Ontario M6J 2J8
Contact: Tel: (416) 603-1827 Fax: (416) 603-6655 www.childdevelop.ca


 Name: North York General Hospital
Service: To better serve our community, North York General
Hospital has an after-hours clinic that is run by over 125 family
physicians from our hospital. The clinic represents the largest
family health group in the province. Physicians in the clinic
report back to the patient's family physician, ensuring good
continuity of care.
Cost: Free
Location: 2901 Bayview Avenue North York, ON M2K 1E6
Contact:Tel: (416) 491-6338
www.nygh.on.ca


 Name: Developmental Services
Service: The Ministry of Community and Social Services provides
services and supports to people of all ages who have a
developmental disability and their families, primarily through a
network of community-based, board operated, non-profit transfer
payment agencies. Services and supports are provided to meet
the individual needs of people with developmental disabilities and
their families to allow them to live, work and participate in a wide
range of activities within the community, thereby improving the
quality of their lives.
Cost: Free
Location: Several locations across Toronto
Contact: Tel.: 905-868-8900 Fax: 905-895-4330 Toll Free:
1-877-669-6658
http://www.familycare.utoronto.ca/parenting/snd.html

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