question

I need a reply for this student : please use only book resources

Antonia N B

Module 2 Discussion – Early Childhood Special Education     1.    Evaluate the impact of federal laws on empowering families in the decision-making process for children with disabilities. How do cultural backgrounds influence these decisions? My understanding and experiences with young children with disabilities ages 0–8 come from my educational studies, work experiences, and personal relationships. I have worked in professions that allowed me to interact with children in different educational settings, and I also have friends who have children with autism and ADHD. In addition, I have 24 godchildren; 3 of them have autism, and 1 has ADHD. To me, it’s obvious that children with disabilities are better equipped to learn when they are provided with proper support, accommodations, and opportunities from both parents and families as well as academically from teachers and staff. According to federal laws such as IDEA, families are protected and can make their own decisions as far as what services their children can receive once their child is evaluated and deemed eligible for special services such as an IEP and multidisciplinary evaluation (MDE) (Cook, Klein, & Chen, 2020). I believe culturally, the decisions from parents are influenced by their different beliefs, values, experiences with disability, and educational background, as well as how they view education. Therefore, these approaches can impact how children receive support. In the USA, parents’ beliefs, culture, and understanding of school culture can either affect the child positively, where a parent is open to the idea of their child getting help, or negatively, due to concerns about stigma or their child being seen as different. In addition, services children receive or parents accept can also be affected by language barriers if families are not fully understanding what is being communicated. I also find that families can sometimes refuse services for children, which can further delay a child receiving proper support to enhance their development despite their disabilities. I have firsthand knowledge, personally and while working in District 75 New York City public schools, of the importance of family members’ support and consent to make sure that children receive proper services. For example, I have had the privilege of briefly attending an IEP meeting for one of my students. The mother not only complied with the care team, she asked questions and gave her input on her concerns for her son and requested additional services for him based on her observations. In contrast, I know people who refuse services for their children and become very defensive about their children despite obvious developmental delays or disabilities.     2.    Select one pioneering influence on the history of Early Childhood Special Education included in Chapter 1. Discuss the theories and how they impacted Early Childhood Education. According to the book from this module, one pioneering influence in Early Childhood Special Education, as stated in Chapter 1 by Cook, Klein, and Chen (2020), is that early detection of a child’s special needs and early evaluation are essential in supporting young children with disabilities. Children can be referred for evaluation when parents or professionals notice developmental delays or have concerns about a child’s development. Consequently, these systems in place help students and parents receive proper services and support. This promotes togetherness between families and professionals, which allows children to participate in general learning environments regardless of their disabilities.     3.    Discuss the differences in delivery of Special Education Services for infants and toddlers (0–3 years of age) versus preschoolers (3–5 and the role IFSP has in the process). As stated, the differences in delivery of special education services for infants and toddlers (0 to 3 years of age) versus preschoolers (ages 3 to 5) and the role IFSP has in the process can be seen through early intervention for ages 0 to 3. Referrals can be made by parents or professionals who notice or suspect that the child is developmentally delayed. As mentioned, once those referrals are in place, team members from schools, other professionals, as well as parents and guardians can work together to go over valuable resources that would be implemented for the child to help the child learn and support developmental stages, according to Cook, Klein, and Chen (2020). I think it is important to note that IFSP is used for children from 0 to 3 years old and is family-based, while services provided to preschoolers ages 3 to 5 years old are more school-based and structured. Preschool special education services involve CPSE meetings and may lead to an IEP, which provides Free Appropriate Public Education (FAPE). 4. Post at least one question you still have after reading Chapter 1, for your peers to respond to. How do teachers build relationships with parents and guardians to support students while being mindful and respectful toward families from different cultural backgrounds, beliefs, and experiences? Can you think of at least three effective strategies that support young children with disabilities holistically without neglecting the academic needs of other students in the same classroom? How could teachers encourage and support families with children who are transitioning from an IFSP to an IEP in ways that lessen anxiety for them and their children?

References

Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-13: 978-0135204450  Chapter 1