Education Homework on Autism

Due Date: By Sunday of Unit 7, 11:59 p.m., EST. Points: 100

Overview: Throughout this course, we learned about exceptional learners and how to best provide an inclusive classroom experience that embraces ALL learners. As an early childhood educator, you will be expected to meet the daily challenges of educating and caring for children with diverse needs. Your final research paper will provide an opportunity for you to apply all of your personal and professional experiences and new learning in educating exceptional learners, birth to age 8.

Instructions:

• Unit 2 - Selected Topic - Due Sunday of Unit 2 at 11:59 p.m. (5 points).

Select a specific disability or disorder. Some possible topics for your research paper are

Autism, Learning Disabilities, Emotional Disturbance, Speech and Language Impaired,

Hearing Impaired, Visually Impaired, Orthopedic Impaired, ADHD, Dyslexia, Intellectual

Disabilities, Down Syndrome, Fetal Alcohol Syndrome, Selective Mutism, and Separation

Anxiety Disorder.

After your weekly reading, especially Chapter 5 in the textbook, submit one topic you would

like to explore in-depth for your final research paper.

• Unit 3 - List of Resources - Due Sunday of Unit 3 at 11:59 p.m. (15 Points). Begin researching your approved topic of choice for this assignment. Submit a list of at least three (3) scholarly resources that you will use in your project. Include a brief summary (annotation) for each resource that you include. Be sure to concisely summarize the key relevant points of each source and how the sources are relevant to your topic.

• Unit 7 - Final Paper Submission – Due Sunday of Unit 7 at 11:59 p.m. (100 points)

Content and Format: Your research-informed, written paper must include the following:

A. Etiology of the Disability or Disorder 4c 1. Define your selected disability. 2. Describe the causes or theory of your selected disability.

CHS 208 – Teaching Exceptional Learners

Unit 7 Assignment – Final Research Paper

3. Identify the type(s) of assessment(s) used for meeting eligibility criteria for your selected disability.

B. Educational Implications 1. Define and describe the learning and developmental characteristics of a student with your

selected disability.

a. Make connections to all developmental domains. 1b b. Research and review literature (course materials and at least three (3)

scholarly/medical/research-based resources) c. Research, select and view a videotaped observation(s) of a child with your selected

disability.3b

2. Teaching Strategies/Intervention:

a. Use your researched literature and observed video(s) to describe how you would include a child with your selected disability in your classroom. Include classroom environment, 2 developmental learning opportunities, adaptations, and assistive technology. 5c

b. Describe a variety of observation and assessment methods -- a minimum of two each 3c:

• Observation Examples: data collection including observation, anecdotal records, running records, checklists, tallies, and teacher-made formative assessments

• Assessment Examples: Ages and Stages Questionnaire (ASQ), Brigance Screen, Preschool Assessment Framework (PAF), Devereaux Early Childhood Assessment (DECA)

c. Reflect and articulate the knowledge gained from data-driven decision-making practices. 3c

C. Partnership with Families and Ethical Responsibilities to the Child: a. Describe two ways to build home-school connections, learn from families’ observations,

and reciprocate effective teaching strategies in both settings. 2b b. Engaging in informed advocacy for young children and the early childhood profession.6e

c. Explain how you would intentionally apply one ideal and one principle from NAEYC Code of Ethical Conduct and Statement of Commitment. 6b

Requirements:

• Your paper must consist of 7-8 pages, including title page, abstract, sections A, B, and C, and reference page.

• Your completed research paper must demonstrate research using at least three (3) scholarly/medical/research-based resources. Websites about your disability are not acceptable unless you find and use specific articles found on the site.

• You must reference and cite your work according to APA. Follow all APA guidelines for formatting and citations. All information that you learned from a source must be cited in the text and referenced according to APA.

• Title page (first page): Center other information under the title: Student name; CHS208; Post University; Date.

• Page numbers: top left-hand margin of every page after the title page. • In-text citation: give credit within the paper for any information that is quoted or paraphrased.

Review this example: In these studies, early childhood teachers report marked increases in several areas of learning for all students, including disabled students and second language students (Casey, 1994).

• Reference Page: final page needs to provide further information about reference works. For example:

Casey, J. (1994). Integrating computers in the primary classroom. The Computing Teacher, 21, 33-36. Retrieved from www.neirtec.org/reading_report/report.htm

Be sure to read the criteria by which your work will be evaluated before you write and again after you write.

Evaluation Rubric for Final Research Paper

CRITERIA Exemplary Met Emerging Not Met 9-10 points 8 points 6-7 points 0-5 points

Description of Developmental Learning Characteristics

(Standard 1b Knowing and understanding young children’s characteristics and needs, from birth through age 8)

Explicitly describes developmental and learning characteristics of children who have this particular disability.

Outlines basic developmental and learning characteristics of children with this disability.

Shares limited knowledge of the developmental and learning characteristics of children with this disability.

Does not adequately describe the impact of this disability on a child’s development and learning.

Building Relationships

(Standard 2b Supporting and engaging families and communities through respectful, reciprocal relationships)

Thoroughly describes two ways to build relationships with families and community service providers to keep parents informed and involved in their child’s education.

Clearly describes two ways to build relationships with families and community service providers to keep parents informed and involved in their child’s education, though may be missing key details.

Clearly describes one way to build relationships with families and/or community service providers to keep parents informed and involved in their child’s education.

Vaguely describes a strategy to support families or engage community service providers or omits family and community engagement to keep parents informed and involved in their child’s education.

Utilize Video Observations

(Standard 3b Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection)

Demonstrates utilization of video observation(s) and articulates a deep understanding of children’s characteristics, abilities, and needs.

Demonstrates use of video observation(s) and articulates a basic understanding of children’s characteristics, abilities, and needs.

Demonstrates minimal knowledge gained from video observation(s) and/or presents a vague understanding of children’s characteristics, abilities, and needs.

Describes children’s characteristics, abilities, and needs, and suggests teaching strategies/intervent ion without use of video observation(s) to inform knowledge and practices.

Variety of Assessments

(Standard 3c Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities)

Presents a variety of assessments for teaching and learning. Presents an elaborate reflection on the value of data- driving decision- making practices.

Presents several assessments for teaching and learning. Presents a clear yet brief reflection on the value of data-driving decision-making practices.

Presents one assessment. Presents a vague reflection on the value of data- driving decision- making practices.

Vaguely Outlines observation or assessment methods. Minimal reflection on the value of data-driving decision-making practices.

CRITERIA Exemplary Met Emerging Not Met 11-12 points 10 points 7-9 points 0-6 points

Disability’s Etiology

(Standard 4c Using a broad repertoire of developmentally appropriate teaching/learning approaches)

Thoroughly details the disability’s etiology including definition, causes, and diagnosis.

Thoroughly presents two of three characteristics of the disability’s etiology.

Identifies basic characteristics of the disability.

Basic understanding of the disability is not evident.

18-20 points 16-17 points 12-15 points 0-11 points Appropriate Learning Opportunities

(Standard 5c Using own knowledge, appropriate learning standards, and other resources to design, implement, and evaluate developmentally meaningfully, and challenging curriculum for each child)

Explicitly describes two developmentally appropriate learning opportunities that will support this disability; and possible accommodations, modifications, and assistive technology devices that a child with this disability might need.

Clearly/briefly describes two developmentally appropriate learning opportunities that will support this disability, and possible accommodations, modifications, and assistive technology devices that a child with this disability might need.

Clearly describes one developmentally appropriate learning opportunity and/or an accommodation, modification, or assistive technology device for a child with the selected disability.

Learning opportunity and/or accommodation, modification, or assistive technology are not individually appropriate for a child with the selected disability.

9-10 points 8 points 6-7 points 0-5 points Ethical Responsibilities

(Standard 6b Knowing about and upholding ethical standards and other early childhood professional guidelines)

Demonstrates a detailed and strong knowledge of ethical responsibilities (ideal and principle) to children with focus disabilities and appropriate and effective teaching practices.

Demonstrates with clear details knowledge of ethical responsibilities (ideal and principle) to children with focus disability, and appropriate and effective teaching practices.

Lists one ideal and one principle from the Code of Ethical Conduct to explain responsibilities to children with focus disability, and appropriate and effective teaching practices.

Ethical responsibilities to children with focus disability and appropriate and effective teaching practices are vaguely stated.

9-10 points 8 points 6-7 points 0-5 points Stigmas/Biases

(Standard 6e Engaging in informed advocacy for young children and the early childhood profession)

Explicitly describes stigmas and/or biases associated with the disability. Thoroughly reflects on the societal response and includes an elaborate description for

Clearly describes stigmas and/or biases associated with the disability. Clearly reflects on the societal response and includes a detailed description for

Briefly describes stigmas and/or biases associated with the disability. Briefly elaborates on the societal response and includes a basic description for

Stigmas and/or biases associated with the disability are vaguely described. Reflection on the societal response and description for supporting a child

CRITERIA Exemplary Met Emerging Not Met supporting a child with this disability.

supporting a child with this disability.

supporting a child with this disability.

with this disability is not evident.

7-8 points 6 points 5 points 0-4 points Grammar, Spelling, and APA Formatting

(SS3: Students have effective skills in written and verbal communication. Students are technologically literate.)

Project is professional and highly polished: Writing and format are clear; error- free.

APA compliant: All sources are properly cited and referenced.

Project is adequate; maximum of two grammar and/or spelling errors.

APA compliant: All sources are properly cited and referenced.

Clear and professional writing and format Project has three or four grammar and/or spelling errors.

APA compliance attempted: Not all sources are cited or referenced.

Errors impede professional presentation; guidelines not followed. Project has many grammar and/or spelling errors. and/or not APA compliant.