Concept and Program of Association Anika Day …...Association Anika - Service Model of the Day Care...

2017

Service Model and Program of Association Anika Day Care Center

Association Anika - Service Model of the Day Care Center

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Introduction

This paper presents a concept of the Association Anika Day Care Center and services for its

beneficiaries.

The Association Anika Day Care Center provides services on the basis of the United Nations

Convention on the Rights of Persons with Disabilities (ratified by Georgia in December 2013,

which entered into force in April 2014), the state standard for day care center to the persons

with disabilities (Decree of the Government of Georgia #102 of February 26, 2016) and this

service model.

Table of Contents

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1. Service Model of the Day Care Center

Target Audience of the Day Care Center

The day care center provides 6-18 years old children with mild and severe disabilities with

services from 10:00 AM to 4:00 PM, 5 working days a week.

Service Mission Contribute to improve the quality of life and well-bieng of 6-18 years old children with mild and

severe disabilities and their families through involvement of children in development, education,

social inclusion, cultural, sports, recreational activities and supporting and strengthening their

families.

Service Goals

- Ensure various daily experiences and secure environment stimulating versatile development

and promoting maximum realization of potential for children;

- Promote self-determination, choice, interests formation/diversity and realization of creative

tendency;

- Develop/promote development of essential life skills needed to become maximally independent;

- Support motor development, functional mobility and physical health;

- Provide diverse sensory stimulation and promote effective sensory functioning;

- Promote self-expression, communication and interaction;

- Promote participation in formal and informal educational process;

- Promote diversification of interests in participation in recreational and

entertainment/leisure activities;

- Promote participation in diverse life/social situations and social inclusion inside and outside

the day care center.

- Promote development of pre-vocational skills and transition to vocational education;

- Ensure professional development of persons involved in the service delivery;

- Support, strengthen parents/families and increase their involvement in the daily life of their

children;

- Protect and advocate for the interests and rights of children and their families.

Individualized Services

All children who are beneficiaries of the day care center are provided with individualized

services:


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- During the enrollment each child's (with participation of his/her family/legal representative)

individual needs and desires are determined and taken into consideration on the basis of which

an individual service routine/schedule is drawn up that includes: the frequency and duration of

attendance, desired activities and rehabilitation procedures and other service characteristics (A

Sample of Individual Schedule of Attendance is included in Attachment # 1.1).

- The multidisciplinary team of specialists of the day care center assess children's needs and capabilities according to different areas of development and interests. On the basis of this

assessment an individual development plan is drawn up with the participation of the child and

his/her family members/legal representative (the specialists of the day care center cooperate

with education, health and rehabilitation experts, if applicable).

- All children receive services provided by different specialists in the form of individual sessions.

- Group activities are built on each child's individual needs, capabilities, interests and

peculiarities related to learning and development. Assignments, learning strategies and forms of

support are individually tailored to unified group activities.

- The day care center will develop a transition plan for each beneficiary that will ensure

preparation for the transition to different stages of life and effective transition (e.g. transition

from childhood to adolescence, transition to formal vocational education, preparation for

leaving the day care center services due to age or other reasons).

Service Format

- The day care provides its beneficiaries with services in the form of individual or group

sessions. Consequently, individual goals of the beneficiaries are achieved in the individual

and group work format.

- The group activities are built on the urgent needs and requirements of different age

groups and also individual needs, capabilities and interests of each child and are based on

individually adjusted approaches and strategies.

- The recommended number of group participants for the group activities is 6-7;

- Group activities can be performed in age groups, which is recommended for realizing

goals of the target age group, as well as in mixed age groups.

- Programs have been developed for all group activities, which represent an integral part

of the day care center routine. At the end of each week within each group activities

program topics for the next week are determined and at least a day before a detailed

work plan is drawn up that includes specific topics, goals/target outcomes, activities and

their duration, persons responsible for the implementation of activities. A Planning Form

sample is included in Attachment # 1.2.

- At the day care center daily routine is created that enables to structure and foresee time spent by beneficiaries in the day care center.

- The duration of individual sessions may be 20-40 minutes based on child's ability and

specificity.

- The duration of group activities may be 30-40 minutes, which is predetermined by the

specifications of the program/activities.


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- At least 3 hours of the time spent by the beneficiaries in the day care center is

dedicated to the work/development program (group as well as individual). There are

intervals (e.g. 10 min.) between different programs that allow the beneficiaries to have

take a break and effectively switch to a new activity.

- When creating daily routines diversity of activities is taken into consideration that ensures the maintenance of the beneficiaries' interests and the motivation to participate

in activities.

- Daily routine includes "leisure time" for beneficiaries, which may last for 20-30 minutes

and can be spent with the help of the personnel, according to their own interests and

wishes.

- Work to develop the beneficiaries' skills is performed inside and outside the day care

center through outreach activities (at least once every two weeks). A plan for the activities

is draw up in advance, which includes: the outreach site/environment, the goal of the

outreach, target topics and skills, activities, the number of children, the persons involved

in the activity/responsible persons.

An Sample of Planning Outreach Activities is included in Annex # 1.3

Physical Space

- The work environment is safe, which is adapted to the beneficiaries' that enables free

movement in the center settings.

- Different routine programs/activities of the day care center are implemented in the

different environment determined specifically for the beneficiaries that enables them to

change the environment, reduces the likelihood of fatigue caused by spending long

period of time in the same environment, improves the preparedness for different

activities and participation in the offered activities.

- the space intended for beneficiaries where they spend most of the day is maximally organized and free from unnecessary irritants that enables beneficiaries to participate in

the activities and concentrate and reduces the likelihood of fatigue.

- For the individual work the space intended for this purpose is used.

- There is a space in the day care center where beneficiaries can relax, take a break and

stay alone, if necessary.

Multidisciplinary Approach - Services provided by the day care center is based on the multidisciplinary approach at all

stages of working with beneficiaries and their families.

- The day care center management ensures the coordinated and cooperative work of the

staff involved in the services.

Staff Involved in Services


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- The composition and competences of the main staff involved in the services meet the

requirements for delivering high service quality and effective implementation of

programs planned within the day care center.

- Staff is developed/strengthened on a regular basis in terms of knowledge and skills

necessary to work effectively with beneficiaries.

- The staff responsible for implementation of main daily programs/activities have a 20-30 minutes break every day, which protects personnel from excessive strain and fatigue,

increases beneficiaries' productivity and ensures more efficiency of delivered services.

- After completion of work with beneficiaries 30-40 minutes are allocated for the staff

responsible for main everyday programs/activities to keep records and develop plans for

the next day.

Work Methodology

Services provided by the day care center are based on the best practices and evidence-based

work methodologies (assessment tools, ICF, training/developmental approaches/strategies).

The final package of methodologies will be defined in the end of December 2017.

Special Condition

Besides voucher holders, the day care center offers free of charge partial or full services to 3

children waiting for vouchers.


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2. Service Areas and Programs

(General Overview)

To achieve the service goals the day care center offers beneficiaries the following programs and

service areas:

1. Promotion of education

Work in this area involves improvement of pre-academic, academic, functional writing, reading

and counting skills and skills necessary for effective functioning in the learning process (following

instructions, completion of assignments/tasks, asking for help, time distribution, participation in

group activities, etc.).

Work to improve pre-academic and academic skills is performed individually as well as within

different group activities and daily routine activities of the day care center.

To promote education, besides development of beneficiaries' essential skills, services provided in

close cooperation with secondary educational institutions, the Ministry of Education and Science

of Georgia and the beneficiaries' families will promote involvement of the beneficiaries in formal

education/schools.

Key responsible person(s): Special education teachers, psychologist, occupational therapist.

2. Independent living skills (self-service, household and social skills, safe

behaviors)

Work in this area is integrated into routine activities of the day care center (e.g., washing hands,

putting on and taking off, laying/clearing the table, cleaning-up work space, etc.) and are

implemented purposefully through group activities in the day care center settings and outside it, in

different public places taking into consideration the target topic and skills. In addition, in this area

activities are carried out to improve chewing and swallowing functions.

At the day care center thematic programs for group work have been elaborated. Examples of the

thematic programs are as follows: money management, transport use, use of emergency services,

traffic rules and use of transport, functional use of public places, etc. (A list of topics and skills

is included in Attachment 1).

Key responsible person(s): Occupational therapist, psychologist, special education teachers,

speech therapist.

3. Pre-vocational and vocational skills

Work in this area involves improvement of pre-vocational and vocational skills, cognitive meetings

with representatives of different professions and practical visits to different places of employment


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and vocational institutions. In addition, provision of services in close cooperation with the Ministry of

Education and Science of Georgia will promote involvement of beneficiaries in formal vocational

education.

Work to develop target skills is carried out through individually tailored goals, tasks, instructions and

support within targeted group activities and workshops and are based on the needs of and

requirements of different age groups. The work is carried out inside and outside the day care center.

Key responsible person(s): Occupational therapist, psychologist, special education teachers, and

a social worker, if necessary. (A list of topics and skills is included in Attachment 2)

4. Promotion of social inclusion/public engagement/community activities

Work in this area involves development of skills imortant/valuable for effective social and public

participation in the day center settings and also regular cognitive outreach activities in different

public places at leats once a month.

In order to carry out the activities in the aforementioned area, the day care center cooperates with

different organizations in the community to plan and implement joint activities.

Key responsible person(s): Psychologist, occupational therapist, special education teachers, and a

social worker, if necessary.

5. Promotion of communication and self-expression

Work in this area involves assessment and development of the beneficiaries' language and speech

(directed and expressive), hearing, communicative and interactive skills. Extended and alternative

means of communication are selected and children are encouraged to use them, if necessary.

Moreover, parents are provided with consultations on the use of alternative communication and

hearing aids. A speech specialist works with children individually to develop/improve their

communication skills. Work in this area is also integrated into different group and individual

activities of the day care center.

Key responsible person(s): Speech therapist, special education teachers (within daily routine,

group and individual work).

6. Activities focused on promotion of sports and physical health

This area involves various exercises and sports activities inside and outside the day care center and is

focused on development of the beneficiaries' motor skills, encouragement of their mobility and

introduction of a healthy lifestyle. Activities are carried out individually or in small groups.

Key responsible person(s): Sports teacher/physiotherapist.


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7. Promotion of creativity and self-expression

In this area the use of different musical instruments, rhythmic and dance movements, listening to

melodies and songs as well as various art activities (such as drawing/painting, sculpture/modeling,

creation of applications and collages etc.) promotes the beneficiaries' self-expression, realization of

individual creative tendencies and ensures positive emotional experience and sensory stimulation.

In this area activities are carried out in groups taking into consideration the individual interests and

capabilities of each beneficiary.

Key responsible person(s): Music teacher, psychologist, special education teacher.

8. Supporting families and increase their engagement

This area involves the beneficiaries' family counseling to ensure effective support and promote

development of their children, advocacy and awareness raising of different urgent issues among

families. The family support process involves individual as well as group meetings and working

with parents. Meanwhile, joint activities with the participation of parents/family members are

regularly planned at the day care center and outside it that enabled the beneficiaries, their

family members and staff to get positive experience.

Key responsible person(s): Any person involved in service delivery/specialist depending on the specificity of the issue.

9. Healing and Learning Through Arts (HEART) program for Children with

Special Needs

Many times, children with special needs are overlooked when it comes to provision of creative

opportunities. However, inclusion of children of with cognitive, sensory or physical disabilities

in creating arts can lead to their self-empowerment and confidence building. HEART, which stands for Healing and Education through the Arts, is an arts-based approach to

providing psychosocial support for children affected by serious or chronic stress. It uses the arts to help

children process and communicate feelings related to their experiences. The healing process begins

when a child shares his or her memories and feelings, either verbally or through artistic expression, with

a trusted adult who shows the child compassion and listens in a nonjudgmental way. The end result is a

child who feels less isolated, more connected to their peers, and safe amidst the trusted adults in their

lives, and the larger community. This in turn can lead to a more confident and secure child, leaving each

child more capable, and more likely to learn. In addition to using arts for healing, HEART also uses arts-

based creative learning methods to make education more interactive and fun in math, vocabulary,

literacy, history, and other subject areas. Along with arts for healing and arts for learning, HEART also

uses the arts for fun, to create entertaining and engaging activities and to introduce children to local

cultural arts traditions.

Key responsible person(s): Day care center personnel trained by HEART program

trainers.


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Attachment # 1

Attachment #1.1 A Sample of Individual Schedule of Attendance

Child's First Name and Second Name ------------------------------------

Age -------------

Date of Birth (DD/MM/YY) -----/-----/-----/ Personal Number -----------------------------------------------

Address -----------------------------------------------------------------------------------------

Legal Representative's First Name and Second Name -------------------------------------------------

Personal Number -----------------------------------

Contact Details -----------------------

Weekdays Activity(ies) Start Time Arrival Time Departure

Time

Monday

Tuesday

Wednesday

Thursday

Friday

Note/Comment ---------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------

Parent's/Legal Representative's signature -----------------------------------------

Attachment #1.2

Planning Form

Direction: Number of Children:

Environment/Safety: Date: Start Time:

End Time:

Duration:

Persons Responsible/Facilitators:

Topic(s)


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Goal(s):

Detailed Plan Thematic Blocks: Activity: Duration

Working Methods/

Strategies

Required

Materials/Resources

Individual Adjustments

Attachment # 1.3

A Sample of Planning Outreach Activities

Outreach Activity

Date----------------------------

Time -------------------------------

Site/Environment: Duration:

Number of Children:

Accompanying Persons and Safety:

Goal(s)


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Activities:

Other Required

Resources

Additional Comment

Attachment # 2.

Activities of Every Day Skills Development

Self-service

1. Washing hands and face

2. Managing toilet needs/toilet hygiene

3. Keeping yourself clean/maintaining cleanliness of the body

4. Dressing

5. Eating

6. Taking care of personal devices

7. Taking care of your own health /take medicines

8. Functional mobility

Instrumental/household activities in daily life

1. Taking care of plants / gardening/horticulture

2. Use of communication equipment

3. Use of money / finance management, use of ATMs

4. Shopping

5. Taking care of the house/house cleanings

6. Sorting and storing products/items

7. Ironing

8. Washing the dishes

9. Sorting and storing items in storage units

10. Use of household appliances (microwave oven/gas stove, vacuum cleaner, musical

center, etc.)

11. Safety procedures and urgent response

Public Activities/Skills


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1. Safe behavior in the street (use of traffic light, zebra crossing, underground passes, safety

rules)

2. Orientation in a familiar and foreign environment

3. Asking for help, determine the direction

4. Knowing /use of social and public signs

5. Purposeful use of public places

6. Use of different types of transport

7. Use of public inscriptions

8. Telling time/time management

Attachment 2

Pre-professional skills

Self awareness

Identifying job interests

Understanding your abilities and needs

Identifying priorities Making a choice

Knowing about professions and their purpose

Understanding the value of work

Punctuality, time management

Tidiness

Cooperation

Organizing, planning the work process

Initiation

Attention management

Response to work-related stress

Understanding and following the instructions

Understanding and taking into consideration remarks/feedback

Following the rules/instructions

Following the routine

Bring the case to an end

Motivation to work

Independence in terms of work

Ability to solve problems

Durability, sustainability

Working independently

Cooperation with others, working towards a common goal

Professional self-confidence

Attitude towards supervision

Relationship with "coworkers"

Knowing about/ following safety instructions

Asking for/using help

Orientation / topography orientation in the familiar and foreign environment

Tolerance to various characteristics of the environment (noisy/quiet, inside the building /

outside the building, individual/group)


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Understanding casual relations/ consequences of your action

Skills for adaptation ( with new environment, changes)

Social behavior for functioning in various contexts (based on specific context)

Ability to make and maintain positive social contacts

The ability to regulate and express emotions in socially acceptable form and self-

regulation ability in stressful situations

Sensitivity to the emotions and needs of others

Ability to adapt to innovations/new things

Cleaning-up work space

Keeping yourself clean/maintaining cleanliness of the body

Obtaining the necessary information

Concept and Program of Association Anika Day …...Association Anika - Service Model of the Day Care...

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