In last week’s assignment, Supporting Atypical Development Part 1, you created the first three slides of your presentation focused on an inclusive learning environment to support children
In last week’s assignment, Supporting Atypical Development Part 1, you created the first three slides of your presentation focused on an inclusive learning environment to support children who are developing atypically. This week, you will revise your three slides and expand on your presentation by adding four new slides. You will then record yourself presenting all seven slides you have created so far. Don’t worry, you’ve got this!
To prepare for your assignment,
- Read Chapter 4: Normal and Exceptional Development.
- Watch How to Live a Life With a Person First Perspective | Arielle Zellis | TEDxYeshivaUniversityLinks to an external site..
- Review the feedback your instructor provided from your Week 1 assignment.
- Review the ECD201 Week 2 Supporting Atypical Development Part 2Links to an external site. tutorial.
- Locate and open the Supporting Atypical Development Download Supporting Atypical Developmenttemplate you began last week.
There are two steps to your assignment.
Step 1: Create a seven-slide PowerPoint presentation that includes the following:
- Revise your three slides from Week 1 based on feedback from your instructor.
- Explain the use of people-first language and why it is important to focus on a child’s abilities rather than their limitations (one slide).
- Define typical development and atypical development (one slide).
- Compare and contrast the concepts of developmental sequences and developmental milestones (one slide).
- Discuss biological and environmental factors that can put infants and young children at developmental risk (one slide).
- Expand on the main ideas for each topic in the slide notes.
Step 2: Use ScreenPal to record yourself presenting your presentation. Make sure to place the link to your ScreenPal recording on the title slide of your presentation.
The Supporting Atypical Development Part 2 presentation
- Must be seven slides in length and formatted according to the Supporting Atypical Development
- Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
- Must use at least two scholarly sources in addition to the course text. These scholarly resources should be different than the sources used last week.
- The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
- To assist you in completing the research required for this assignment, view the Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
- Must follow APA StyleLinks to an external site. as outlined in the Writing Center.
Supporting Atypical Development
Name:
Date:
Instructor:
Screencast-O-Matic Link:
1
Introduction
Purpose: Equip educators with strategies for inclusive classrooms.
Importance: Ensure all children have equal learning opportunities.
Empowerment: Provide tools for celebrating diversity and supporting every child.
The purpose of this presentation is to provide educators with strategies and best practices for creating inclusive classroom settings that support the unique needs of children who are developing atypically. By fostering an inclusive learning environment, we can ensure that all children, regardless of their developmental abilities or challenges, have equal opportunities to learn, grow, and thrive. This presentation will equip teachers with the knowledge and tools necessary to facilitate an inclusive classroom that celebrates diversity and empowers every child to reach their full potential.
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Inclusive Settings: Five Ways to Create Inclusive Classroom Settings
Embrace Diversity and Promote Acceptance
Adapt Teaching Strategies and Curriculum
Collaborate with Specialists and Families
Creating an inclusive classroom environment that supports children with atypical development is a collaborative effort that requires a multifaceted approach. First and foremost, it is crucial to embrace diversity and promote acceptance within the classroom. This involves fostering an atmosphere of respect, empathy, and celebration of each individual's unique strengths, abilities, and differences (Ali et al., 2018). Teachers should encourage open discussions about diversity and model inclusive behavior through their actions and language. By doing so, children learn to appreciate and value the richness that diversity brings to their learning experience.
Moreover, adapting teaching strategies and curriculum is essential to accommodate the varying learning styles and abilities of all students. Teachers must recognize that every child learns differently and tailor their instructional approaches accordingly. Incorporating multisensory techniques, visual aids, and hands-on activities can effectively engage diverse learners (Kurth & Forber‐Pratt, 2017). Differentiating instruction by providing varying levels of support, modifying tasks, and offering alternative means of expression further ensures that every child's needs are met. Regular assessment and adjustment of teaching methods are necessary to address the evolving needs of students in an inclusive classroom.
In addition to these strategies, collaboration with specialists and families plays a pivotal role in supporting children with atypical development. Teachers should work closely with professionals such as occupational therapists, speech-language pathologists, and special education teachers to develop individualized support plans tailored to each child's unique needs (Kurth & Forber‐Pratt, 2017). Furthermore, actively involving families in the decision-making process and seeking their insights and perspectives can deepen the understanding and support provided for their child's atypical development.
By embracing diversity, adapting teaching strategies, and collaborating with specialists and families, educators can create an inclusive learning environment that celebrates and nurtures the diverse abilities of all children. This multifaceted approach ensures that every child, regardless of their developmental trajectory, has equal opportunities to learn, grow, and thrive in a supportive and inclusive classroom setting.
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Inclusive Settings: Ways to Create Inclusive Classroom Settings Cont’nd….
Foster Peer Support and Socialization
Cultivate a Nurturing and Supportive Environment
Fostering peer support and socialization is another key component of creating an inclusive classroom environment. Teachers should actively encourage interactions and socialization opportunities among all children, regardless of their abilities or developmental levels. This can be achieved by facilitating cooperative learning activities, implementing buddy systems, and organizing inclusive play sessions (Ali et al., 2018). Through these activities, children learn to understand, empathize, and develop essential social skills while recognizing and appreciating the diverse abilities of their peers. Moreover, teachers should guide children on how to support and advocate for their classmates with atypical development, fostering a culture of inclusivity and mutual respect.
Cultivating a nurturing and supportive environment is equally crucial for promoting inclusivity. Teachers should strive to create a warm, welcoming, and inclusive classroom atmosphere that celebrates each child's individuality and fosters a sense of belonging. Establishing clear rules and expectations that promote respect, kindness, and acceptance lays the foundation for a positive and inclusive learning space. Additionally, providing ample opportunities for children to express their thoughts, feelings, and experiences, and actively listening to their perspectives, helps build a supportive community where every voice is valued (Killoran et al., 2013). Offering reassurance, encouragement, and positive reinforcement can boost children's confidence and self-esteem, further contributing to their overall well-being and development. By fostering peer support and socialization, and cultivating a nurturing and supportive environment, teachers can create a learning space that embraces diversity, promotes understanding, and empowers all children to reach their full potential. These strategies, combined with an inclusive mindset and collaborative approach, lay the groundwork for a truly inclusive educational experience.
4
People-First
Use this slide to explain the use of people-first language and why it is important to focus on a child’s abilities rather than their limitations. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
STOP HERE UNTIL WEEK 2
*Don’t forget to delete this box when you begin week 2.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
5
Typical and Atypical Development
Use this slide to define typical development and atypical development. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
6
Developmental Sequences & Milestones
Use this slide to compare and contrast the concepts of developmental sequences and developmental milestones. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
7
Biological & Environmental Factors
Use this slide to discuss biological and environmental factors that can put infants and young children at developmental risk. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
8
Indicators of Hearing Loss
Use this slide to discuss indicators of hearing loss and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
STOP HERE UNTIL WEEK 3
*Don’t forget to delete this box when you begin week 3.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
9
Indicators of Vision Loss
Use this slide to discuss indicators of vision loss and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
10
Indicators of Language Delay
Use this slide to discuss indicators of language delay and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
11
IFSP and IEP Process
Use this slide to explain your role in the IFSP and IEP process. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
STOP HERE UNTIL WEEK 5
*Don’t forget to delete this box when you begin week 5.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
12
Future Support
Use this slide to discuss how you will collaborate with your colleagues to support children who are developing atypically. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
13
Key Takeaways
Use this slide to summarize three key takeaways from your presentation. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
14
Revisions
Use this slide to explain how you revised your presentation throughout the weeks of the course. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
15
References
Ali, E. O. E. N. a. N., Ganesan, M. Z., Daud, A., Darusalam, G., & Ali, N. a. B. N. (2018). Critical Issue Teacher Training into Inclusive Education. Advanced Science Letters, 24(7), 5139–5142. https://doi.org/10.1166/asl.2018.11288
Killoran, I., Woronko, D., & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427–442. https://doi.org/10.1080/13603116.2013.784367
Kurth, J. A., & Forber‐Pratt, A. J. (2017). Views of inclusive education from the perspectives of preservice and mentor teachers. Inclusion, 5(3), 189–202. https://doi.org/10.1352/2326-6988-5.3.189
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