For this Written Response Assessment, you will respond to a series of prompts that explore issues and trends related to young children with exceptionalities and their families.CE2006
For this Written Response Assessment, you will respond to a series of prompts that explore issues and trends related to young children with exceptionalities and their families.
CE2006: Issues and Trends: Explain issues and trends related to young children with exceptionalities and their families.
Written Response Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
At the end of the template, you will list the references you used to support your responses.
Item 1
Explain at least three differences between the preparation for all special education teachers, including those who work with K–3 children, and general education teachers who work with the same age group. (1 paragraph)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Preparing Teachers of Young Children with Exceptionalities |
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Explain at least three differences between the preparation for all special education teachers, including those who work with K–3 children, and general education teachers who work with the same age group. LO1: Explain differences regarding how teachers of special education and general education are prepared. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
From an early childhood perspective, explain a rationale for merging teacher preparation programs for general education and special education teachers. (1–2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Preparing Teachers of Young Children with Exceptionalities |
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From an early childhood perspective, explain a rationale for merging teacher preparation programs for general education and special education teachers. LO2: Explain a rationale for merging teacher preparation programs for general and special education. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
Explain two types of challenging behaviors young children with exceptionalities may evidence in preschool classrooms and two strategies and/or classroom environment modifications to guide children toward more positive behavior. (2–3 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Challenging Behaviors and Young Children with Exceptionalities |
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Explain two types of challenging behaviors young children with exceptionalities may evidence in preschool classrooms and two strategies and/or classroom environment modifications to guide children toward more positive behavior. LO1: Explain challenging behaviors of young children with exceptionalities in a preschool setting. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
|
LO2: Describe strategies to address specific challenging behaviors of young children with exceptionalities in a preschool setting. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Explain how particular family structures may put young children at risk for developmental delays and specific exceptionalities, and indicate at least two ways early childhood professionals can support families in an effort to improve outcomes for young children. (2 paragraphs)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 3: Family Structure and Young Children with Exceptionalities |
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Explain how particular family structures may put young children at risk for developmental delays and specific exceptionalities, and indicate at least two ways early childhood professionals can support families in an effort to improve outcomes for young children. LO1: Explain how family structure affects young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
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LO2: Describe types of family support that improve outcomes for young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Summarize three potential effects of prenatal exposure to drugs and alcohol that may result in specific types of exceptionalities for young children. (1 paragraph)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 4: Prenatal Health Challenges and Young Children with Exceptionalities |
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Summarize three potential effects of prenatal exposure to drugs and alcohol that may result in specific types of exceptionalities for young children. LO1: Summarize potential effects of prenatal exposure to drugs and alcohol on young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Explain at least two factors/interventions that may improve outcomes for young children affected by prenatal exposure to drugs and/or alcohol. (1–2 paragraphs)
Your Response
Enter your response here
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 4: Prenatal Health Challenges and Young Children with Exceptionalities |
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Explain at least two factors/interventions that may improve outcomes for young children affected by prenatal exposure to drugs and/or alcohol. LO2: Explain factors and interventions that mitigate prenatal exposure to drugs and alcohol. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 7
Explain the role of transition process planning in special education. (1 paragraph)
Your Response
Enter your response here
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 5: Transition Planning for Young Children with Exceptionalities |
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Explain the role of transition process planning in special education. LO1: Explain the purpose of transition process planning in special education. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 8
Explain the transition process from Early Intervention services to Early Childhood Special Education services, and why the process is important to a young child’s healthy growth and development. (1–2 paragraphs)
Your Response
Enter your response here
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 5: Transition Planning for Young Children with Exceptionalities |
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Explain the transition process from Early Intervention services to Early Childhood Special Education services and why the process is important to a young child’s healthy growth and development. LO2: Explain the transition process from Early Intervention to Early Childhood Special Education . |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
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LO3: Explain the importance of the transition process from Early Intervention to Early Childhood Special Education to a young child’s healthy growth and development. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below:
· Blanton, L. P., Pugach, M. C., & Florian, L. (2011, April). Preparing general education teachers to improve outcomes for students with disabilities. Retrieved April 29, 2017 from http://www.ncld.org/wp-content/uploads/2014/11/aacte_ncld_recommendation.pdf
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
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MASTERY RUBRIC |
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Exceeds Expectations: Analyzes Sources to Make Informed Conclusions |
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LO1: Analyze multiple and relevant sources to present thoughtful information and conclusions regarding issues and trends that influence professional practice in support of young children with exceptionalities and their families. |
Responses to the items use information from multiple and relevant sources to demonstrate a thorough understanding of specific issues and trends that inform professional practice when working with young children with exceptionalities and their families. · Yes · No |
Professional Skill Building
The faculty Assessor will provide feedback based on the following Professional Skill: Written Communication. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the Rubric, and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach, so he or she can work with you to further develop this important Professional Skill.
It is highly recommended that you use this opportunity to practice this important skill (i.e., Written Communication) in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
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Written Communication: Write with clarity, coherence, and purpose. |
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) |
Sentences are incoherent and impede reader’s access to ideas. |
Sentences are incomplete and/or include fragments and run-on sentences, limit ing reader’s access to ideas. |
Sentence structure effectively conveys meaning to reader. |
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LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) |
Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. |
Some inaccuracies in grammar and mechanics limit reader’s access to ideas. |
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. |
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LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) |
Paragraphs, or lack of paragraphs, impede reader’s access to ideas. |
Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. |
Main idea and/or supporting paragraphs effectively convey meaning to reader. |
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LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) |
Supporting materials are not present. |
Supporting material is used inconsistently or inappropriately. |
Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. |
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LO6: Identify sources. (AWE 2; Credit to source) |
Sources are missing. |
Writing inconsistently identifies or misrepresents sources. |
Writing clearly identifies the source of nonoriginal material and/or ideas. |
©2017 Walden University 11
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