Presentation/Assigment

Instruction:

Module 12: Reflection Discussion

1414 unread replies.1414 replies.

Putting it all together and Moving Forward: First, take the study mode test linked in the module with 10 basic question. How did you do? Using information from the quick test and all the readings and projects throughout the semester, write about where you think you need to go next in your practice.  What kind of setting do you think you would fit best in? In this class, what steps have you taken toward becoming a professional?  Where do you feel you need more work and information? Comment a minimum of twice on a minimum of 2 different days - focus on deepening the conversation by asking a question, for clarification, or reflecting on your experience as it relates to the topic. 

Please use only these resources:

Required Course Materials:

· 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

Course Description

This course focuses on educational programs for infants, toddlers, preschoolers, kindergarten students and first and second graders with disabilities. A review of appropriate programs for these youngsters in both special education and inclusive/collaborative classrooms are included in this course. Developmentally appropriate curricula, materials and activities in language arts, music, art, blocks, sand and water play, cooking and other play activities are integrated into this course. The importance of collaboration with parents of children in early intervention and early childhood special education and a comparison of early intervention and early childhood special education programs as reflected in an Individualized Family Service Plan (IFSP) and an Individualized Education Plan (IEP) are integrated into this course as well as a comparison of least restrictive environment (LRE) and natural environment approaches; setting up and managing play and learning activities in safe and developmentally appropriate environments; special attention to the needs of children with autism; the role of the teacher in guiding young children in the development of self-regulation and communication and social skills necessary for constructive peer relations and group living. Interventions for prevention and management of challenging behaviors are incorporated into this course.

Course Learning Outcomes

By the end of this course, you will be able to:

1. Identify the types and characteristics of children with early childhood disabilities and describe the similarities and differences. Discuss and describe the effects of disabilities on the development and learning of young children and their families and how social and cultural factors affect attitudes about disabilities in students, family and schools.

2. Discuss purposes, methods and procedures for identifying early childhood students with disabilities and evaluating their progress in inclusive classrooms while also giving an account of diversity and demonstrate the implications of diversity with regard to assessment, eligibility, programming and placement.

3. Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including the methods for preparing and organizing lesson plans and modifying lessons.

4. Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities.

5. Give an account of the roles of the professionals in creating a learning environment for early childhood students with disabilities in inclusive settings and summarize the strategies and techniques for effective collaboration to ensure quality instruction for early-childhood students. Describe the need for team planning and supervision of paraprofessionals in an inclusive classroom and for ongoing communication among the student, the student’s teachers and the student’s parents/guardians.

As a result of this course, you will advance your proficiency in the following Touro Graduate School of Education’s Candidate Learning Outcomes:

· Learner Centeredness: Standard 2: Understand developmental differences and learning needs of diverse individuals to promote learning, wellbeing, and self-advocacy.

· Professional Commitment to action: Standard 2: Collaborate with students, peers, families, and community to support innovation and individual’s success that promote lifelong learning and advance the profession.

· Data Literacy and Research: Standard 2: Evaluate data and evidence-based practice (including research) to develop and implement appropriate professional practice to advance individuals’ progress & Standard 3: Understand and design essential processes for program evaluation (e.g. IEP, curriculum, professional development).

You will also advance your proficiency in NAEYC Standards for Early Childhood Professional Preparation Programs

· Standard 2: Building Family and Community Relationships Students prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.

· Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning

You will also advance in proficiency toward elements of the Council for Exceptional Children’s Initial Level Special Educator Preparation

· Standard 2: Learning Environments Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.

· Standard 4: Assessment Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

· Standard 7: Collaboration Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

You will meet the outcomes listed above through a combination of the following assignments and activities in this course:

Course Outcomes and Assessment Alignment
Outcome	Assignment(s)
Identify the types and characteristics of children with early childhood disabilities and describe the similarities and differences. Discuss and describe the effects of disabilities on the development and learning of young children and their families and how social and cultural factors affect attitudes about disabilities in students, family and schools. (Learner Centeredness: Standard 2)	Assessment 1: Baseline Survey Discussion 2, 4 Assessment 2: Research Paper & Case Study
Discuss purposes, methods and procedures for identifying early childhood students with disabilities and evaluating their progress in inclusive classrooms while also giving an account of diversity and demonstrate the implications of diversity with regard to assessment, eligibility, programming and placement. (Data Literacy and Research: Standard 2)	Discussion 2, 6, 7, 8, 9 Assessment 3: Lesson Plan & Video Project
Describe the methods for planning and managing teaching and learning for students with disabilities in inclusive early childhood settings including the methods for preparing and organizing lesson plans and modifying lessons. (Professional Commitment to Action: Standard 2)	Discussion 2, 6, 7, 8, 9 Assessment 3: Lesson Plan & Video Project Assessment 4: Classroom Simulation Paper
Identify appropriate techniques for a flexible learning environment with optimal learning including giving an account of scheduling, structure, and organization in the classroom for young children with disabilities. (Learner Centeredness: Standard 2)	Assessment 2: Research Paper & Case Study Assessment 4: Classroom Simulation Paper
Give an account of the roles of the professionals in creating a learning environment for early childhood students with disabilities in inclusive settings and summarize the strategies and techniques for effective collaboration to ensure quality instruction for early-childhood students. Describe the need for team planning and supervision of paraprofessionals in an inclusive classroom and for ongoing communication among the student, the student’s teachers and the student’s parents/guardians. (Data Literacy and Research: Standard 3)	Assessment 1: Baseline Survey Assessment 4: Classroom Simulation Paper Discussion 12

Textbook & Course Materials

Required Course Materials:

· 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