should be on APA 7 REFRENCING STYLENEED TO DO CITATION WITH AUTHOR DATE PAGE NOIM STUDYING EARLY CHILDHOOD IN TEACHING
EDEC 201, Semester 2 2020 Due: 31 may before 11.55pm Assessment 1: Information Brochure, 1500 words Research and identify a diverse learning need or ability to create a detailed and informative brochure for a school staffroom using ICT in order to demonstrate understanding of: · characteristics and traits commonly associated with each learning need; · the impact a student’s needs may have on his/her learning; strategies and adjustments that may prove effective and appropriate for a student within a mainstream classroom. Suggested Structure: 1. Identification of THREE diverse learning need or ability (500 word each) (30%) · Detail the conditions of the chosen need or ability (200 words) · Demonstrate your understanding of how it challenges the child and the family briefly (100 words) · Focus on empowering staff members on strategies and adjustments need to provide to make the mainstream classroom an inclusive environment for all children (200 words) 2. Use of Information Communication Technology (ICT), references and presentation of brochure (10%) · Do NOT copy and paste from websites. You need to write in your own words. Reference all resources and providing links and information for further help. · Use clear, simple yet professional language with consistent Early Childhood terms. · Make your resources colourful, engaging and informative. Use graphics where appropriate. Arrange them in such a fashion that they could be used as separate posters within the staff room. 3. Overall quality of writing (10%) • Strong writing style with clear ability to express thoughts and points of view • Adhering to the word limit • Excellent grammar, syntax, spelling, etc. • Correct APA referencing Research and Referencing You are expected to refer to the two required readings and at least 3 other references from peer-reviewed websites. Refer to lectures for recommended readings and websites. Please provide wordcount after each brochure. In-text referencing and reference list (at the end of your essay) should be formatted according to APA guidelines. Jackson, D.R. & Jackson, D L. (2014). ‘Special Education’ in Goodlet, K. & Collier, J. (Eds.) Teaching Well, Insights for Educators in Christian Schools, Chapter 16, pp 195-206 Roffman, L, Wanerman, T & Britton, C. (2011). Including one including all: a guide to relationship-based early childhood inclusion, Redleaf Press, MN. Callard-Szulgit, R (2012)., Perfectionism and gifted children, 2nd edn, Rowman & Littlefield Education, Lanham, MD. Karnes, F & Stephens, R (2010)., Assessment tools for gifted children: screening, identification, and evaluation, Love Publishing Co, Denver, CO. Morrissey, A (2012). Young gifted children: a practical guide to understanding and supporting their needs, Teaching Solutions, Albert Park, VIC. Waitoller, F.R. & Artiles, A.J. (2013,). ‘A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program’, Review of Educational Research, 83(3), pp 319-356. Adapting curriculum, teaching and learning strategies Ten faulty notions about teaching and learning that hinder the effectiveness of special education Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Australian Capital Territory, Australia: Commonwealth of Australia. Porter, L. (2016). Young children's behaviour: Guidance approaches for early childhood educators (4th ed.). Allen & Unwin. (Chapter 17) Assessment 3 due EC professionals are often the first professionals who work with young children, and so often we are the first to observe developmental read flags or potential areas of need or strength. Because of this influential role, it is imperative that professionals understand foundations of developmental theory, resources for families and children at risk for disabilities, assessment options, and support services and systems. Important considerations about identification and assessment processes include focusing on the following: · Child- and family-centred context (attention to family’s linguistic and cultural background). Families play a central role in collaboratively designing accommodations or modifications with professional teams. · Involving interdisciplinary team (teachers, specialists, therapists, administrators, families) · Comprehensive information sharing among team members, especially family members, in languages and terminology families understood) · Integration of relevant information from a variety of sources (using reliable and valid screening tools) · Use of authentic assessment measures related to the child’s everyday routines (play interactions the familiar people, routines) We must approach assessment in the early years with awareness that young’s development progresses through relatively predictable trends, though at widely varying paces. In this way, children’s development is characterized as universal and also highly diverse. Programming in inclusive setting is built upon the same characteristics of all quality practice. All high-quality early childhood programming begins with an ultimate goal of equity in access and participation. Well-designed programmes and curricula can be individualized through adjustments to materials, schedules, or routines (accommodations) or alternative for outcomes, expectations, criteria for performance, or assessment (modifications) as needed. 2 4C’s Thinking Protocol Read chapter on Adapting curriculum, teaching and learning strategies use the 4C’s Thinking Protocol to consolidate your learning. Connections: What connections do you draw between the text and your other learning? Challenge: What ideas, positions, or assumptions do you want to challenge or argue with in the text? Concepts: What key concepts or ideas do you think are important and worth holding on to from the text? Changes: What changes in attitudes, thinking, or action are suggested by the text, either for you or others? 4 Field Activity Most young children, including those with disabilities, appreciate the interactivity of digital mediums. With permission, encourage a young child with special needs you know to experiment with interactive web-based programmes or spell-checkers/word prediction that allow him/her to spell, write, draw, and colour. Use a digital camera to capture the child engaged in the process. Consider each of the following reflection points. · How did the child like the experience? · How effective was programme? · How would you do it differently if you were to use the use ICT to provide support for a child with special need again? 5 Resources Adapting curriculum, teaching and learning strategies Ten faulty notions about teaching and learning that hinder the effectiveness of special education Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia. Australian Capital Territory, Australia: Commonwealth of Australia. Porter, L. (2016). Young children's behaviour: Guidance approaches for early childhood educators (4th ed.). Allen & Unwin. (Chapter 17)