1. MEETING THE NEEDS OF CHILDREN AND
FAMILIES
By: Nafezia Mohamed
ECEP 233, Section 063
Teacher: Lisa McCaie
Case Study: Najia
Centennial College

2. NEEDS OF THE CHILD
 Najia is not babbling at age 11 months. This can
affect her social and emotional development and
also her cognitive development.
 Najia is not pointing to objects in the daycare
center/room. This can affect her physical
development and also her cognitive development.

3. NEEDS OF THE FAMILY
 The mother of Najia appears stressed with three
other children in the same center as Najia.

4. NAJIA‟S SPECIAL NEEDS

5. NAJIA‟S SPECIAL NEED
 It appears that Najia has Atypical development
because we know that at 11 months old Najia is not
babbling
 According to Ages and Stages, infants begins to
“babbles or coos” (p.1) at age four months old.
Therefore, at age 11 months old Najia should be
responding by babbling.

6.  Additionally, at 11 months old Najia does not point
to objects in the childcare centre.
 According to Ages and Stages, at around four to
eight months a typical infant can “ grasps rattle or
finger, follows a moving object or person with eyes,
transfers objects from one hand to the other, uses
finger and thumb to pick up an object” (p. 1-2).

7.  This shows that Najia should be able to point to an
object in the room by 11 months because by 4-8
months a typical infant is able to use their gross
and fine motor skills to grasp and pick up an object.

8.  However according to Logsdon(2013), a toddler
should be pointing to objects from the ages of
infancy to 18 months. Therefore, we can see a
clear atypical development in Najia because she is
not pointing to objects.

9.  Parents at this stage of their child‟s development
should be concerned if their child “does not babble
or make buzzing, bubbly noises with lips [and] does
not make common gestures such as pointing
toward a wanted object, waving bye or in greeting”
(Logsdon, 2013).

10.  According to Logsdon (2013) author of What does
developmental delayed mean, “Delays in
development differ from other types of learning
disabilities in that they may improve with
intervention and may eventually disappear”
 Therefore, Najia‟s mother and the childcare centre
should be aware of early signs and do observations
to see if the atypical development get better.

11.  Najia‟s atypical development can also improve with
time and with intervention.

12. WHAT IS ATYPICAL DEVELOPMENT?
 According to the National Center for Learning
Disabilities (2000), atypical development means
“some children exhibit behaviors that fall outside of
the normal, or expected, range of development.
These behaviors emerge in a way or at a pace that
is different from their peers”.

14. What is developmental Delay?
What is developmental Delay?
What is developmental Delay
http://www.youtube.com/watch?v=KrUNBfyjlBk&feature=play
er_embedded .
Although I am not suppose to make any assumptions about
Najia, I do know that developmental delays can coincide with
atypical development and it is very important that we are
aware of signs of developmental delays and milestones and
seek help as soon as possible.

15. Modifications to the
physical environment

16. MODIFICATIONS TO ENVIRONMENT
 Labelling system
(Providing large lettering to
label objects. The objects
should be large so that
Najia can easily see them
and it should also be bright
colors).

17.  Flexibility in
routines, schedules and
activities ( Providing
routines that are flexible
to Najia‟s ability, because
Najia does not babble
spending more time
encouraging her to
respond. Also allowing
more time with activities.
Providing Pictorial
schedules so Najia can
be encouraged to point to
where in the schedules
we are).

18.  Stability and predictions (  We also needs to
We need to provide a accommodate Najia by
stable and consistent allowing extra time so she is
schedules for Najia, so able to use her gross motor
skills and language skills.
that she is able to
respond to the schedule
by babbling, this is at
childcare and at home.
We also need to have
repetition for Najia to be
able to use her gross
motor skills to try to point
to things because she
knows what's coming up).

19.  Stimulation and Novelty
(Providing Najia with toys
and equipments that
would help support her
language, gross motor
skills and cognitive skills.
Additionally, we need to
make observations at all
times to see if Najia is
babbling and if she is
pointing to any object at
childcare and at home.
This needs to be
recorded so we know
what may have trigger it).

20.  Involvement of typical children (Providing
cooperative play for Najia so that she is able to
participate in activities with other children. Also
having social activities in which Najia can interact
with typical children).

21.  Collaborative planning (Making sure that all staff
members are aware of Najia‟s special needs and
that they are all working together to help Najia).

22.  Parents of children with special needs (Providing a
space for Najia‟s family to come to the center so
that they can have meetings with the staff.
Providing resources for the family so that we can
help them through this).

23.  Staff support and training (Having staff plan flexible
schedules based on Najia‟s special needs so that
she is given the full care she needs at childcare.
Inviting Najia‟s family to share her strengths and
weakness so that we can plan a better schedule for
her to enhance her needs).

24. TEACHING STRATEGIES

25. TEACHING STRATEGIES
 Prompting and fading- Physical (Physical prompts
are used to provide the most support with new skills
[Class notes, week7]. Providing Najia hand over
hand assistance to point to objects or a desired toy
so that she is using her gross and fine motor skills.
This can be used by providing full assistance by
holding her hands to help her point. Once the child
gains some independence I would move to partial.)

26.  Prompting and fading- Visual ( providing bright
schedules or picture cards to help Najia to perform
the correct response [class notes, week 7]. This will
help her to babble and to point to objects and to the
schedule).

27.  Prompting and fading- Pointing ( We as ECE‟s can
point to objects such as a favorite toy and saying
what the object is - pointing to Najia‟s favorite toy
and allowing Najia to respond to this and observe to
see if she will go to her favorite toy ,babble or point
to the toy).

28.  Reinforcement( When we see that Najia is trying to
babble or trying to point we need to encourage her
by providing her with “social praise and attention
such as smiling, hugs, clapping tickles and cuddles”
[class notes, week 7]. If Najia attempts to babble or
point we can reinforce it by giving her her favorite
toy).

29.  Giving instruction-  Making choices ( We can
(Providing realistic break down the task, teach
expectations for Najia when the new skill by using
trying to get her to respond prompting and fading, giving
by babbling and pointing. reinforcements and
Always use her name when generalizing the new skill so
talking to her and maintain that Najia can use them at
eye contact. Also use home. This will help to build
visuals to help Najia to independence (Class
understand the expectation note, week 7).
[Class notes, week 7]).

30.  Visual communication ( Visual can be used in
many different ways to support Najia. For
instance, providing visual to tell her what the
schedule is, to show her what is expected, to
communicate with each other such as pointing to a
desired object [Class notes, week 8] This is a great
way in helping to promote language and gross
motor skills).

31.  Basket B Approach (  Everyday opportunities to
Guidance strategy where develop communication
Parents can be a teacher. skills (Providing
Parents and caregivers of opportunities throughout
Najia find out ways they the day for Najia to
can teach Najia the skills communicate by helping
she doesn‟t know. This is her understand us by
taking a proactive looking at her, using
approach [class gestures and repeating
notes, week 8]). words. Also allowing Najia
to respond by giving her
plenty of time, providing
encouragement for
communication)

32.  Task Analysis ( Breaking down skills into smaller
steps so that Najia can use her language and
physical development. However this depends on
Najia‟s ability, therefore we need to always observe
her throughout the day and have her parents do the
same at home. Since we know she is not babbling
or pointing we can break these skills down for her
to learn [class notes, week 9]).

33. ADAPTIVE DEVICES
 Sing Language (We could use simple sign
language with Najia to help promote a response
such as babbling or pointing. This can be used at
home and at the childcare center).

34. INCLUSION OF OTHER CHILDREN
 One way to include other children in the centre is to
provide the same or similar activities for the
children.
 To have discussions with the children about what
we as ECE‟s are doing with Najia and have the
children participate.
 We can have the children help Najia by showing
her what to point to and listening to the other
children babbling can help her to hear and see what
they are doing.

35. INCLUSION OF NAJIA‟S SIBLINGS
 To include Najia‟s siblings we need to have an
inclusive environment at home.
 We need to have Najia‟s siblings at childcare
involved with communication and interaction with
Najia.
 When at home we need to have her siblings
encouragement, role playing, and showing her how
to point to things when she wants something and
encourage her to babble.

36. INCLUSION OF THE FAMILY
 Inclusion of Najia‟s family is important and helping
the family to be inclusive is even more important.
 One thing we can do is to ask permission of the
family to sign form 14. This will allow the family to
gain access to different services which can help
them with support as they go through this difficult
time.
 Additionally, they will be able to have services
provided to Najia in the childcare center and also in
home care for both Najia and her family.

37.  When Najia‟s parents come to the center we need
to provide a space where they can go and speak to
staff on the progress of Najia.
 We need to also have a space where Najia‟s family
can come to the center to observe and to interact
with Najia if they require to.

38. HEARING LOSS CENTER
 Their mission is to
“improve an individual‟s
quality of life through
better hearing” (Hearing
Aid Central, 2012).
 They provide hearing
tests, hearing
assessments, amplification
fittings, custom swim
plugs, noise protection
plugs, musician‟s
plugs, hearing aids, and
hearing accessories
(Hearing Aid 2333 Dundas Street West, Suite
Central, 2012). 304. Toronto, ON M6R 3A6
416-551-4327
http://www.hearingaidcentral.ca/about/

39.  They offer a “30 day trial period with all our hearing
aids” (Hearing Aid Central, 2012). They also offer
unlimited follow ups on appointments.
 They also provide financing programs and will also
accept private insurance (Hearing Aid
Central, 2012).
 Anyone can schedule a consultant online or by
calling.

40. SPEECH THERAPY
 Speech Therapy Centers of Canada
 Professionals helping “with stuttering, children‟s
literacy, communication challenges as a result of autism
spectrum disorder or an acquired brain injury, speech
delay, language delay, and many other communication
and speech development issues is within your reach”
(Speech Therapy Centres of Canada, 2011).
 They provide assessments, one-on-one therapy
sessions, pair therapy sessions, group therapy
sessions, free parent workshops, summer speech
therapy classes, and corporate speech therapy services
(Speech Therapy Centres of Canada, 2011).

41. Toronto
1896 Avenue Rd., Suite 201
Toronto, ON
M6M 2K9
Tel: 905.886.5941
Fax: 905.886.2362
NOW OPEN SATURDAYS AND
EVENINGS
info@speechtherapycentres.com
• They also provide financial
support to families who do not
have the money or insurance
to cover the cost of the
services.
• Their motto is that everyone
will have access to services.
(Speech Therapy Centres of http://www.speechtherapycentres.com/
Canada, 2011).

42.  Referral is done through the caregiver or the
parents
Prices:
 Basic Preschooler Assessment $195
 Grade 1 Basic Assessment(1 Assessment) $260
 Grade 1 and over (multiple assessment/full scope)
$650

43. THE HANEN CENTER
 Hanen Center “has  There are workshops for
developed a parents and also for
comprehensive approach educators so that they
that enables parents and can become more
educators to play a knowledgeable about
primary role in promoting how they can support the
language development child.
and emergent literacy  Work shops are $ 800-
skills” ( The Hanen 900.
Center, 2011).
 They are a non profit
organization promoting
language development in
children.

44. • There are helpful tips for
parents on their website.
• The Ontario Ministry of
Community and Social
Services helps to fund
programs for parents.
• The Ontario Ministry of
Children and Youth
Services funds language
and speech programs
and “provide subsidized
training and support for 1075 Bay Street, Suite 515 Toronto,
speech-language Ontario Canada M5S 2B1
pathologists and Phone: 416-921-1073
supportive personnel”
(The Hanen The City of Toronto, Children‟s Services
Center, 2011). Division – funds Hanen training and support
for Early Childhood Educators in Toronto
(Hanen Center, 2011).
http://www.hanen.org/About-Us/Not-For-Profit-
Charity.aspx

45. NIAGARA CHILDREN EDUCATION AND TREATMENT
CENTER
 NCETC is a “New York
State Educational  Families need to be
Department educational referred by Niagara
center within the larger County‟s Early
organization; Niagara Intervention Program.
Cerebral Palsy” (Niagara  Evaluations are provided
Cerebral Palsy, (n.d.)). at no cost to families and
 NCETC is for “children are typically provided in
ages birth through five the child's home or an
who have speech and alternative location
language delays and/or chosen by the family
other learning or physical (Niagara Cerebral
disabilities” (Niagara Palsy, (n.d.))
Cerebral Palsy, (n.d.)).

46. • By using this
agency,
“evaluation will
summarize your
child's current
developmental
status in areas of
speech, hearing,
learning, social
and emotional
development, and
motor skill
Niagara Children education and
development” treatment center
(Niagara Cerebral 9812 lockport road niagara falls ny.
Palsy, (n.d.)). 716-297-1478
http://www.ucpaofniagara.com/content/pag
es/educational

47. YORKVILLE AUDIOLOGISTS
 At Yorkville
Audiologists, they provide
the newest technology to
help decide if you need • They believed in
hearing aids and will educating the patients.
provide an assessment
(Yorkville
Audiologists, 2012).
 They also communicate
with your physicians so
that everyone knows
what is happening.
 1st time assessment is
$75.00, a recheck is
$60.00. 1200 Bay Street, Suite 404
Toronto, On M5R 2A5
416-967-7226
http://www.yorkvilleaudiology.ca/hearin info@yorkvilleaudiology.ca
g-problems-toronto-on.php

48. 5
STRESS MANAGEMENT COUNSELLING AT KMA
THERAPY
 This organization  They provide counselling
provides “counselling and from having a divorce to
Psychotherapy [that] can dealing with stress at
help achieve lasting work or at home.
change in dealing with
stress. During your first
consultation, [they will]
customize a
Psychotherapy and
Counselling treatment
plan that‟s right for you”
(KMA Therapy, 2013).

49. • KMA Therapy
accepts insurances.
• To make an
appointment you can
go online and
register or call them
to book an
appointment.
•This organization
recognized that
everyone are busy
and they provide Kimberly Moffit Associates
flexible schedules 120 Eglinton Avenue East (Yonge and
Eglinton)
during the day and
Suite 304 Toronto, Ontario
even evenings. 416-487-6288
http://www.kimberlymoffit.com
• Intake session $120.00
• Appointment with Therapist is
$195-225 per hours

50. RESOURCE TEACHER AND CONSULTANT.
 A resource teacher and  assisting the family and
consultant is the first childcare staff on how to
person we would go to in identify the needs of
order to help Najia. Najia.
 There are many areas  They would also access
that a resource teacher resources that would be
and consultant can help helpful for Najia and her
with such as gathering family (Class notes, week
information in terms of 9).
Najia‟s special needs  Additionally, they would
(Class notes, week 9). be able to develop
“appropriate strategies
and service plans to
support inclusion of the
child” (Class notes, week
9).

51. CHILD DEVELOPMENT INSTITUTE
 This organization  They “serve children and
“promote and support the families through a
healthy development of spectrum of services
children and to from universal prevention
strengthen the families and healthy child
and communities in development
which they live.(Child programs, to early
Development intervention programs
Institute, 2009). targeted to vulnerable or
at-risk children and their
families” (Child
Development
Institute, 2009).
http://cdi.convio.net/site/PageNavigator/ab
out_home.html

52.  This organization provide resource consultants to
many childcare in Toronto.
 They provide services to children under the age of
12.
 For all general inquiries, please contact their
main office at:
Child Development Institute
197 Euclid Ave.
Toronto, Ontario M6J 2J8
Tel: (416) 603-1827
Fax: (416) 603-6655

53.  One childcare location that can help Najia and her
family is:
Annex Early Learning Centre
161 Madison Ave.
Toronto, ON M5R 2S6
Tel: 416-924-0545
Fax: 416-924-0461

54. FAMILY DOCTOR
 Asking Najia‟s family to
take Najia to see a
family doctor would be
important so that they
can get an
understanding as to
what might be affecting
Najia.
 From here the family
Albany Medical Clinic
doctor can make 807 Broadview Ave
referrals to take Najia Toronto, ON M4K 1N5
to the next step. 416-461-9471
http://www.albanyclinic.ca

55. INFANT DEVELOPMENT PROGRAM CONSULTANTS
Holland Bloor view
Kids Rehabilitation hospital
 Infant development
program consultants
works with „families of
children under the age of
three with, or at risk
of, developmental delay”
(Class notes, week 9).
 They can provide home 666 Eglinton Avenue West
Toronto, Ontario
visits, assessments, prog
M5N 1C3
ram planning, and liaison Susy Mitchell, Infant Consultant
with other families” Tel: 416-782-1105 or 416-425-
(Class notes, week 9). 6220, extension 3051 (voicemail only)
E-mail: smitchell (at) hollandbloorview
(dot) ca

56. SOCIAL WORKER
 Social workers can help
to provide services and
referrals to families.
 Betel counselling
provided by Sheri Betel .
 Sheri Betel works with
children and adults to
provide many different
kinds of services to both
child and families. 1395 Bayview Avenue
Toronto, M4G3A6
(416) 322-9005

57. RELIEF WORKER
 Professionals who works with children with special
needs at home to help relief parents (Class
notes, week 9).
 Saint Elizabeth (“to serve the physical, emotional
and spiritual needs of individuals and families in
their homes and communities. Inspired by our
historic roots and traditional respect for human
dignity, we strive to care with professional
excellence and compassion” (Saint
Elizabeth, 2013).

58.  They provide home
care, speech language
pathology, Nursing, ment
al health, social
work, transportation and
many more (Saint
Elizabeth, 2013).
 Additionally, they provide
educational programs to
help educate the
community on their 2 Lansing Square
health needs. Suite 600
Toronto, ON
 Najia‟s mother can use M2J 4P8
some of this services to
Phone: 416-498-8600
help with her stress.
Fax: 416-498-0213
TorontoCentralSDC@saintelizabeth.com
http://www.saintelizabeth.com/About-Saint-
Elizabeth.aspx

59. REFERENCES
 Ages and Stages: A brief overview, Birth to 12 years hand book.
 Hearing Aid Central. (2012). Retrieved from
http://www.hearingaidcentral.ca/about.
 Hanen Center. (2011). Retrieved from http://www.hanen.org/About-
Us/Not-For-Profit-Charity.aspx
 Kimberly Moffit Association. (2013). Retrieved from
http://www.kimberlymoffit.com
 Logsdon, A. (2013). Signs of speech and language delays in infants and
toddlers: Learn what signs of speech and language delays to watch for.
Retrieved from
http://learningdisabilities.about.com/od/developmentalstages/qt/speech_
delays.htm.
 Logsdon, A. (2013). What does developmental delayed mean?
Retrieved from
http://learningdisabilities.about.com/od/glossar1/g/develdelay.htm.
 National Center for Learning Disabilities. (2000). Early Identification:
Normal and atypical development. Retrieved from
http://www.ldonline.org/article/6047/.

60.  Niagara Cerebral Palsy. (n.d.) Retrieved from
http://www.ucpaofniagara.com/content/pages/educational
 Speech Therapy of Canada. (2011). Welcome to The Speech
Therapy Centres of Canada.
We believe in your voice.
http://www.speechtherapycentres.com/.
 Saint Elizabeth. (2013). Retrieved from
http://www.saintelizabeth.com/About-Saint-Elizabeth/What-
Sets-Us-Apart/Mission-Vision-Values.aspx
 Yorkville Audiologists. (2012). Retrieved from
http://www.yorkvilleaudiology.ca/hearing-problems-toronto-
on.php
 Class notes. Reinforcement workshop. Week 7
 Class notes. ConnectAbiliy-Giving Instructions. Week 7.
 Class notes. Making a choice. Week 7.

61.  Class notes. ConnectAbiliy-Prompting and Fading
workshop. Week. 7.
 Class notes. ConnectAbility-Visual Communication
Workshop. Week 8.
 Class notes. Video-Oprah: out of control children. Week
8.
 Class notes. Everyday opportunities to develop
communication skills. Week 8.
 Class notes. ConnectAbiliy-Task analysis. Week 9.
 Child Development Institute. (2009). About Us.
Retrieved from
http://cdi.convio.net/site/PageNavigator/about_home.ht
ml

62. IMAGES REFERENCES
 Imagin 1. Retrieved from http://mom-ology.ca/wordpress/inclusion-for-
education/.
 Stress. Retrieved from
http://losangeleswestsidetherapy.com/2010/12/16/ten-ways-to-manage-
holiday-family-stress/.
 Multicoloured hands. Retrieved from http://www.conference-
board.org/conferences/conferencedetail.cfm?conferenceid=2381.
 Multicoloured puzzles. Retrieved from http://mom-
ology.ca/wordpress/inclusion-for-education/.
 Girl with hands on cheek. Retrieved from
http://www.kisgyermekfejlesztes.hu/cikk_79_nepmese-a-felelemoldo-
csodaszer
 Child‟s multicoloured hands. Retrieved from www.contracostacentre.com
 Fine and gross motor skills picture. Retrieved from http://www.pld-
literacy.org/Movement-Motor-Skills-Teaching-Resources/
 Picture of label. Retrieved from
http://jewishhomeschool.blogspot.ca/2010/07/everything-needs-
home.html.

63.  Girl pointing to band aid. Retrieved from clip art.
 Child stacking blocks. Retrieved from
http://advancetherapyassoc.com/pediatric_therapy_services
 Prevention key. Retrieved from http://plantarwartremovalhq.com/plantar-
wart-removal/
 Cartoon child running. Retrieved from clip art.
 Boy playing with wooden blocks. Retrieved from
http://mcclellandinstitute.arizona.edu/EarlyChildhood
 Environment of childcare. Retrieved from
http://www.oakschildcare.co.uk/setting.html
 Preschool room. Retrieved from
http://happydaychildcare.com/about.php.
 Labelling system. Retrieved from
http://www.oakschildcare.co.uk/setting.html
 Flexible schedule. Retrieved from
http://specialparents2012.blogspot.ca/2012/11/visual-schedules.html
 My Day Schedule. Retrieved from
http://www.autismschedules.com/Visual-Schedules.html.

64.  Stimulation toy. Retrieved from
http://play2podium.com/parenting/professionals/toy-guide/.
 Teacher with three children. Retrieved from
http://www.ehow.com/info_7934767_types-observations-children-
daycare-centers.html.
 Three children playing with stimulation toys. Retrieved from
http://www.babyzone.com/toddler/toddler-week-by-week/clever-toddler-
week-70_72620
 Collaborative planning. Retrieved from
http://showdepartment.com/capabilities/collaborative-planning/.
 Mother with three children. Retrieved from
http://uniqueforkids.com/about.
 Staff support. Retrieved from
http://clients.legacy.modlia.com/clpe/newsletter/jul09/.
 Strategies picture of two person. Retrieved from clip art.
 Teachers teaching strategies. Retrieved from
http://www.dreamstime.com/stock-photography-teacher-students-
viewing-globe-classroom-image6598652

65.  Physical prompt. Retrieved from http://www.321learn.net/learning-the-
letter-f/.
 Visual prompt. Retrieved from
 Child pointing up. Retrieved from
http://www.123rf.com/photo_7809788_a-cheerful-toddler-lying-on-the-
grass-is-showing-a-plain-in-the-sky.html.
 Nurse and child. Retrieved from
http://www.123rf.com/photo_10536557_modern-dental-chair-and-
tools.html.
 Woman hugging child. Retrieved from
http://renownscribbles.org/managing-childrens-behavior/.
 Mother with two daughter. Retrieved from clip art.
 Eye contact. Retrieved from
http://community.advanceweb.com/blogs/sp_3/archive/2012/09/20/the-
challenging-behavior-of-eye-contact.aspx
 I want picture. Retrieved from
http://appliedbehavioralstrategies.wordpress.com/tag/fba/
 What are we doing now? Retrieved from
http://www.preschoolplaybook.com/2008/10/visual-schedule.html.

66.  Visual Pecs. Retrieved from
http://www.grocerypecs.com/toypecs/1.5inchexample.htm.
 Parent as teacher. Retrieved from
http://www.colerv.k12.mo.us/elementary/pat/pat.htm .
 Encouragement. Retrieved from
http://debragrayelliott.blogspot.ca/2011/03/encouragement-sunday-
march-27th.html.
 Hand gesture. Retrieved from http://power-speech.com/?p=15.
 Task Analysis. Retrieved from
http://appliedbehavioralstrategies.wordpress.com/tag/tantrum.
 Sign with me. Retrieved from http://www.signwithme.com/About.aspx
 Multicolor people. Retrieved from http://carrie-
persichini.blogspot.ca/2011/07/inclusion.html
 Woman with two children. Retrieved from
http://education.staffordshire.gov.uk/Curriculum/Subjectareas/esd/sustain
ablestrategy/inclusionparticipation/
 Mother with three children. Retrieved from
http://www.destinationsdreamsanddogs.com/are-mothers-born-or-made/.

67.  Childcare room. Retrieved from http://www.amazinginteriordesign.com/how-to-
decor-your-young-kids-bedroom/.
 Hearing aid central logo. Retrieved from http://www.hearingaidcentral.ca/about/.
 Doctor checking ear of child. Retrieved from
http://www.hearingaidcentral.ca/about/.
 Speech therapy centers of Canada logo. Retrieved from
http://www.helpwevegotkids.com/toronto/listings/special-needs/speech--hearing
 Child on phone. Retrieved from http://www.kickstartkids.com.au/about-us/speech-
pathology/
 Picture of mother and child. Retrieved from http://www.hanen.org/Home.aspx.
 Hansen Center logo. Retrieved from http://www.hanen.org/Home.aspx
 NCP logo. Retrieved from
http://www.ucpaofniagara.com/content/pages/educational
 Child with ear phones. Retrieved from
http://www.ucpaofniagara.com/content/pages/educational
 Girl getting her ear check. Retrieved from
https://www.akronchildrens.org/cms/ENT_center .

68.  KMA logo. Retrieved from
http://www.appletreetoronto.com/directory/detail.php?id=195&catid=72&t=1
 KMA room. Retrieved from http://www.kmatherapy.com/
 Circle of hands. Retrieved from
http://www.monash.edu.au/campuses/peninsula/news/peninsula_online/issue02-
11.html
 Building Future. Retrieved from
http://www.readingmadeeasy.ca/conference2011/Presenters.html .
 Inclusion sign. Retrieved from http://www.emcoalition.ca/policies/social-inclusion/.
 Child Development Institute Logo. Retrieved from
http://cdi.convio.net/site/PageNavigator/about_home.html.
 All children can learn picture. Retrieved from
http://mbiederman.commons.hwdsb.on.ca/the-learning-centre/
 Ontario Early Years Center. Retrieved from http://cmcp.ca/?page_id=299
 Managing stress. Retrieved from
http://www.empowernetwork.com/normanized/blog/relaxation-and-stress-
management-through-recharging-the-batteries/.
 Maps. Retrieved from Google maps.

69. VIDEO REFERENCES
 How does atypical development affect a child
video. Made by Nafezia Mohamed using windows
movie maker.
 Early Recognition of child development
problem/educational video. Made by Rosaryfilm
(2009). Retrieved from
http://www.youtube.com/watch?v=KrUNBfyjlBk&feat
ure=player_embedded.