Discuss how to uphold ethical standards and other early childhood guidelines and 2) show how to support children with disabilities and their families with services from community organi
The goals of this assignment are for you to 1) discuss how to
uphold ethical standards and other early childhood guidelines and 2) show how to support children with disabilities and their families with services from community organizations.
Disability- Locomotor disability
Formatting Requirements
– APA style for citations
-Size 11 font
-1.5 spacing
-Works Cited page
3- Use the same disability you chose for RF #1 and #2.
4. Academic Considerations
Explain the IFSP, IEP, or 504 Plan process of goal creation including all the following:
Diagnosis
Developmental assessments
Disability specific assessments
Example(s) of developmentally appropriate annual goals
Resource File #3
Assignment Description
Background
The Resource File Part 3 is a template that includes detailed information about the same disability you learned about for RF Parts 1 and 2. The goals of this assignment are for you to 1) discuss how to uphold ethical standards and other early childhood guidelines and 2) show how to support children with disabilities and their families with services from community organizations.
NAEYC Standards Addressed in This Assignment
· Demonstrating knowledge and understanding of diverse family and community characteristics (Standard 2a).
· Understanding how to support and engage families and communities through respectful, reciprocal relationships (Standard 2b).
· Knowing about and upholding ethical standards and other early childhood professional guidelines (Standard 6b).
· Demonstrating how to engage in informed advocacy for children and the early childhood profession ( Standard 6e).
Instructions
1. View the following in the RF #3 Details Module in Canvas:
· RF#3 Description
· RF#3 Example
· RF#3 Grading Rubric
· RF#3 Template
2. Formatting Requirements
· APA style for citations
· Size 11 font
· 1.5 spacing
· Works Cited page
3. Use the same disability you chose for RF #1 and #2.
4. Academic Considerations
Explain the IFSP, IEP, or 504 Plan process of goal creation including all the following:
· Diagnosis
· Developmental assessments
· Disability specific assessments
· Example(s) of developmentally appropriate annual goals
5. Accommodations
Provide five relevant accommodations that are a combination of:
· general special education accommodations
· AND at least TWO disability specific accommodations.
6. Ethical Conduct Toward Students
7.
· Analyze the P-12 Code of Ethics OR the NAEYC Code of Ethical Conduct ( found in Canvas under RF#3 Details)
· Choose one principle and include the specific name of the principle from one of these documents.
· Discuss the principle and provide an example of actions an educator would take to uphold the principle.
8. Support and Services
Provide information for more than one advocacy group or community organization including the organization name and working website link.
· Name the group or organization.
· Below the name include the working website
9. Mission Statements
Provide mission statements that include the purpose or values for the previously listed advocacy groups or community organizations.
· Name the group or organization.
· Below the name copy and paste the mission statement from the website
10. Services Offered
Provide three services offered by the previously chosen organizations that align with any of the following elements:
· cultural values
· family structures
· socioeconomic conditions
· family stresses
11. Complete the RF#3 Template
12. Cite Sources
13. Submit RF Part 3 by the due date.
14. Save it to add to parts 1 and 2 to make up your Exceptionality Resource File (ERF).
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Student Name
CDEC 1359
Summer II 2023
Resource File #3
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SECTION DESCRIPTION |
TASKS TO COMPLETE |
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1. Disability |
Please list the name of the disability. Remember it’s the same one you learned about for RF Part 2. The disability I’m learning about is alopecia. |
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2. Academic Considerations
The student will demonstrate an understanding of the goals, benefits, and uses of assessment including its use in the development of appropriate goals, curriculum, and teaching strategies for young children (Standard 3a). |
Explain the IFSP, IEP, or 504 Plan process of goal creation including all the following: · Diagnosis · Developmental assessments · Disability specific assessments · Example(s) of developmentally appropriate annual goals “The onset of alopecia can be at any age; however, most children are diagnosed with alopecia at 10 years or older” (National Institute of Mental Health [NIMH], 2022). A school age child who has been diagnosed with alopecia can request a 504 Plan. The child’s diagnosis will be reviewed by the 504 team, followed by decisions about if any assessment should be given to the child. Developmental assessments such as criterion-referenced types can be used to determine what strengths and weaknesses a child may have in their overall development. In addition, mental health screenings can be given by the school counselor to assess the child’s social emotional well-being. A 504 plan does not include goals, but instead provides accommodations for a child with alopecia. Specific accommodations for a child with alopecia will be discussed in a later section. There are support staff in schools that can work with a child who has alopecia which could include a school counselor or nurse, and of course the child’s teacher(s). Optional: Include a discussion of support staff and their respective roles which are essential to the child’s achievement of the goal(s). There are support staff in schools that can work with a child who has alopecia which could include a school counselor or nurse, and of course the child’s teacher(s). |
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3. Accommodations
The student will demonstrate knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology or assistive devices by describing accommodations for young children with the selected exceptionality (Standard 4b). |
Provide five relevant accommodations that were a combination of: general special education accommodations AND at least TWO disability specific accommodations. 1. The child can wear a hat at school if he or she wants to wear one. 2. The child is allowed to have a “buddy” in the class who knows and accepts them and knows that they have alopecia. 3. The teacher is educated on alopecia to be sensitive and supportive of the child. 4. The child’s classmates can be educated about alopecia through stories, letters, or guest speakers. 5. Parents of classmates can be educated through a letter or video made by the child with alopecia or their parents. All the above accommodations were adapted from The Children’s Alopecia Project: Educational Resources. Retrieved from https://www.childrensalopeciaproject.org/, November 20, 2022. Optional: Include one accommodation related to technology or an assistive device with a photo and a description of how it is used by the child. Using an iPad to take a 5–10-minute break from the classroom demands may be one technology-related accommodation for children with alopecia. Another option related more to the treatment of alopecia, is a new app called HairComb. According to the Dermatology Times website it can track hair loss for children and adults with alopecia. A dermatologist can use this tool to follow a patient’s progression during their treatment for in-office doctor visits and Teladoc visits. (Dermatology Times: New Technology Could Allow Us to Rethink Alopecia Scores. Retrieved from https://www.dermatologytimes.com/ , March 30, 2023. |
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4. Ethical Conduct Toward Students
The student will know about and uphold ethical standards and other early childhood professional guidelines by discussing ethical standards from the P-12 Code of Ethics and/or National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct (Standard 6b). |
· Analyze the P-12 Code of Ethics OR the NAEYC Code of Ethical Conduct · Choose one principle and include the specific name of the principle from one of these documents. · Discuss the principle and provide an example of actions an educator would take to uphold the principle. Principle: P-1.3 We shall not participate in practices that discriminate against children by excluding them from programs or activities on the basis on their medical condition. Example: A child who has alopecia should have the opportunity to participate in all programs and activities in the classroom, as well as throughout the school. For example, if the music teacher offers auditions for parts in a school play, then a child with alopecia should be allowed to audition and considered for the part based on their abilities. If a child who has alopecia gets the part of a person who has hair, then changes can be made to accommodate the child. A music teacher who allows the child to audition and seriously considers the child for the part based on their acting abilities is upholding Principle 1.3 of NAEYC’s Code of Ethical Conduct. Optional: Included an example of how an educator might violate the selected standard. If a child with alopecia is not allowed to participate in auditions for school plays since they have a medical condition, then that would be an example of an educator violating Principle 1.3 of NAEYC’s Code of Ethical Conduct. |
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5. Support and Services The student will understand how to support and engage families and communities through respectful, reciprocal relationships by using community programs or organizations that provide resources and services for children with specific disabilities and their families (Standard 2b).
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· Name the group/organization · Below the name include the working website 1. National Alopecia Areata Foundation
https://www.naaf.org/alopecia-areata/ 2. Children’s Alopecia Project https://www.childrensalopeciaproject.org/ Optional: Discuss how the groups or organizations you chose offer services to families with low-income levels. The National Alopecia Areata Foundation offers help in managing insurance claims for prescriptions and wigs as well as free webinars for families and support groups who meet in person or online. The Children’s Alopecia Project offers free resources such as mentors and advocates for children who have alopecia and their families. |
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6. Mission Statements for Support and Services Organizations The student will demonstrate how to engage in informed advocacy for young children and the early childhood profession by providing information about community programs or organizations that advocate and support children with specific disabilities and their families (Standard 6e). |
· Name the group/organization · Below the name copy and paste the mission statement from the website 1. National Alopecia Areata Foundation NAAF supports research to find a cure or acceptable treatment for alopecia areata, supports those with the disease, and educates the public about alopecia areata. 2. Children’s Alopecia Project To help any child in need who is living with hair loss due to all forms of Alopecia. We change the emphasis from growing hair to growing confidence. building self-esteem, providing support, and raising awareness. – Jeff Woytovich, Founder Optional: Outline how the organizations advocate for children and their families with your chosen disability. Both organizations advocate for the inclusion for the inclusion in society of children who have alopecia. They provide resources to educate and inform families, teachers, and the general public about this medical condition that often times is misunderstood. |
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7. Services Offered for the Support and Services Organizations The student will demonstrate knowledge and understanding of diverse family and community characteristics by researching current treatments, therapies, and possible cures for a disability (Standard 2a). |
· cultural values · family structures · socioeconomic conditions · family stresses 1. National Alopecia Areata Foundation · One-on-One Phone Support (Spanish and English) · Brave Barbie (Barbie doll with alopecia for a small fee) · Guidance with insurance reimbursement for prescriptions, wigs, and other medical expenses. 2. Children’s Alopecia Project · Free online mini course: Alopecia 101 · Wigs free of charge · CAP2U – donates books about alopecia to schools Optional: Include a brief statement about how each service supports families of children with special needs. By offering one-on-one phone support in more than one language, NAAF is meeting the needs of people with multiple ethnic and cultural backgrounds. Many of the services offered by NAAF and CAP allow for families with low incomes to benefit from resources and services. For example, guidance with insurance reimbursements, free informational courses, and in some cases, wigs being provided to children free of charge. The Brave Barbie encourages young children to play with toys that look like them which families would view as a way to promote positive self-image and boost self-esteem.
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Works Cited Page
Dermatology Times: New Technology Could Allow Us to Rethink Alopecia Scores. Retrieved from https://www.dermatologytimes.com/ , March 30, 2023
National Alopecia Areata Foundation. Alopecia Areata School Guide: Tools for Students, Parents, and Teachers for Success in the Classroom. Retrieved on November 12, 2022, from https://www.naaf.org/
National Institute of Mental Health. Alopecia Areata. Retrieved November 11, 2022, from
https://www.niams.nih.gov/health-topics/alopecia-areata
The Children’s Alopecia Project: Educational Resources. Retrieved from
https://www.childrensalopeciaproject.org/, November 20, 2022.
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Julia Johnson
CDEC 1359
Summer II 2023
Resource File #2
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SECTION DESCRIPTION |
TASKS TO COMPLETE |
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1. Disability |
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2. Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973.
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Diagnosis often happens in infancy or early childhood when developmental milestones are missed which signals potential concerns. Children with early locomotor disability receive specialized education as per relevant legislation addressing their unique needs. The Rehabilitation Act of 1973 provides for the 504 Plan catering to children between 6 and 21 years (Cawthon & Randolph, 2023). However, children under six have educational rights under the Individuals with Disabilities Education Act (IDEA) for early intervention services and support for developmental delays or disabilities. The act ensures learning disabilities receive appropriate special education services and support to facilitate their development and learning from an early age. Part C of the Individuals with Disabilities Education Act (IDEA) comes into play when a child from birth up to 3 years old is diagnosed with a locomotor disability (Fiss & Jeffries, 2020). Part C aims to provide early intervention services to support children's development and enhance their functional abilities during the crucial formative years. The focus is on early identification and assistance to help children reach developmental milestones. Once a child turns 3 years old, they transition from Part C to Part B of IDEA. Part B caters to children aged 3 to 6 years and focuses on special education and related services designed to meet unique needs arising from their locomotor disability. These services may entail physical therapy, occupational therapy, and adaptive equipment to facilitate children’s participation in educational settings and improve their overall quality of life. At age six, eligible children transitioning from Part B Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions.  All Rights Reserved Terms and Conditions |