For this Assessment, you will create a PowerPoint Presentation for ?colleagues in the early childhood field that provides key information on ?special education services for young child
—PLEASE READ THE INSTRUCTIONS FULLY BEFORE PLACING A BID!!!—
Overview For this Assessment, you will create a PowerPoint Presentation for colleagues in the early childhood field that provides key information on special education services for young children ages 3 through 8, including effective practices for supporting the parents/families of young children with exceptionalities.Submission Length: 10–15 PowerPoint slides.Professional Skills: Written Communication and Technology are assessed in this Competency.Your response to this Assessment should:
- Use the Assessment documents as required.
- Reflect the criteria provided in the Rubric.
- Adhere to the required assignment length.
—INSTRUCTIONS—(ATTACHED BELOW) Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Sharing Key Information on Special Education Services for Young Children Ages 3 Through 8
You have shared your work in this Competency on special education services for children ages 3 through 8 with the Director of your early childhood program. In turn, the Director asks you to prepare a PowerPoint Presentation for colleagues in your program that explains:
- Early Childhood Special Education/School-Age Services for Young Children Ages 3 Through 8
- Emotional and Cultural Considerations in Working with Families of Young Children with Exceptionalities
- Parents’ Rights and Roles in Special Education Services for Young Children Ages 3 Through 8
Your presentation goal is to explain key information that will help other early childhood professionals support young children with exceptionalities and have greater understanding of the experiences and perspectives of their parents and families.To complete this Assessment:Use the PowerPoint Presentation Template, and create a PowerPoint Presentation consisting of 10–15 slides.
- Title (1 Slide) Include:
- Your presentation title (e.g., “Supporting Young Children With Exceptionalities Ages 3 Through 8 and Their Families”)
- Your name
This assessment has three-parts!!!!!!!!!!!!!!!!!! Part I: Early Childhood Special Education/School-Age Services for Children Ages 3 Through 8 (3–5 slides) In this section, provide essential information for early childhood professionals on special education services for young children, ages 3 through 8, by creating presentation slides that explain:
- Three key characteristics of Early Childhood Special Education (ECSE) for children ages 3 to 5
- At least four key steps in the transition process for children and families moving from ECSE to school-age services
- Two key similarities and/or differences in school-age special education services for children ages 5 through 8 compared with ECSE
Part II: Emotional and Cultural Considerations in Working with Families of Young Children with Exceptionalities (2–4 slides) In this section, provide colleagues with information and effective practices to increase their awareness of emotional and cultural perspectives of families of young children with exceptionalities by creating presentation slides that explain:
- Stages of emotion that families of young children with exceptionalities may experience and effective practices for supporting parents/families through specific stages
- Three cultural considerations, including differences in how cultures view exceptionalities, and at least two effective practices for working with diverse families of young children with exceptionalities.
Part III: Parents’ Rights and Roles in Special Education Services for Young Children Ages 3 Through 8 (3–4 slides) In this section, provide information to help early childhood professionals support parents/families, and foster involvement in their children’s special education services by creating presentation slides that explain
- Parents’ rights regarding participation in their child’s Individualized Education Program (IEP) development and review;
- Parent’s unique roles and perspectives in IEP development and review
- Three effective practices for IEP meetings that foster parents’ involvement and support
©2017 Walden University 1
CE2005: Special Education Services for Young Children with Exceptionalities Ages 3 Through 8: Explain characteristics of special education services and perspectives of parents/families of young children with exceptionalities ages 3 through 8.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Early Childhood Special Education/School-Age Special Education Services for Young Children Ages 3
Through 8
Explain three key
characteristics of
Early Childhood
Special Education
(ECSE) for children
ages 3 to 5.
LO1: Explain
distinguishing
characteristics of Early
Childhood Special
Education.
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains key
characteristics of Early
Childhood Special Education.
Response explains clearly,
completely, and accurately key
characteristics of Early Childhood
Special Education.
Explain at least four
key steps in the
transition process for
children and families
moving from ECSE to
school-age services.
LO2: Explain the
transition process from
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains steps in
the transition process from
Early Childhood Special
Education for children and
families to school-age
services.
Response explains clearly,
completely, and accurately steps
in the transition process from Early
Childhood Special Education for
children and families to school-age
services.
©2017 Walden University 2
Early Childhood Special
Education to school-age
services.
Explain two key
similarities and/or
differences in school-
age special education
services for children
ages 5 through 8
compared with ECSE.
LO3: Explain similarities
and/or differences
between school-age
special education
services for children
ages 5 through 8 and
Early Childhood Special
Education for children
ages 3 to 5.
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains
similarities and/or differences
between school-age special
education service for children
ages 5 through 8 and Early
Childhood Special Education.
Response clearly, completely, and
accurately explains similarities
and/or differences between
school-age special education
service for children ages 5 through
8 and Early Childhood Special
Education.
Topic 2: Families of Young Children with Exceptionalities: Emotional and Cultural Considerations
Explain stages of
emotion that families
of young children with
exceptionalities may
experience, and the
effective practices for
supporting
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
stages of emotion families of
young children with
exceptionalities may
experience.
Response is a clear, accurate,
logical, and complete explanation
of stages of emotion families of
young children with
exceptionalities may experience.
©2017 Walden University 3
parents/families
through specific
stages.
LO1: Explain stages of
emotion families of
young children with
exceptionalities may
experience.
LO2: Explain effective
practices to support
families of young
children exceptionalities
experiencing specific
stages of emotion.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
effective practices that support
families of young children with
exceptionalities experiencing
specific stages of emotion.
Response is a clear, accurate,
logical, and complete explanation
of effective practices that support
families of young children with
exceptionalities experiencing
specific stages of emotion.
Explain three
cultural
considerations,
including
differences in how
cultures view
exceptionalities, and
at least two effective
practices for
working with diverse
families of young
children with
exceptionalities.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
differences in how cultures
view exceptionalities.
.
Response is a clear, accurate,
logical, and complete explanation
of differences in how cultures view
exceptionalities.
©2017 Walden University 4
LO3: Explain influences
of culture in perceptions
of young children with
exceptionalities.
LO4: Explain practices
that support effective
relationships with
diverse families of young
children with
exceptionalities.
Response is not present.
Response is vague,
inaccurate, illogical, and/or
incomplete explanation of
practices that support effective
relationships with diverse
families of young children with
exceptionalities.
Response is a clear, accurate,
logical, and complete explanation
of practices that support effective
relationships with diverse families
of young children with
exceptionalities.
Topic 3: Parents’ Rights and Roles in Individualized Education Programs (IEPs)
Explain parents’ rights
regarding participation
in their child’s
Individualized
Education Program
(IEP) development and
review.
LO1: Explain parents’
rights in the
Individualized Education
Program process.
Response is not present. Response is a vague,
inaccurate, and/or illogical
explanation of parents’ rights
in the Individualized Education
Program process.
Response is a clear, accurate,
and logical explanation of parents’
rights in the Individualized
Education Program process.
Explain parents'
unique roles and
perspectives in IEP
Response is not present.
Response is a vague,
inaccurate, and/or illogical
explanation of parents’ roles
Response is a clear, accurate,
and logical explanation of parents’
roles and perspectives in the
©2017 Walden University 5
development and
review.
LO2: Explain parents’
roles and perspectives in
the Individualized
Education Program
process.
and perspectives in the
Individualized Education
Program process.
Individualized Education Program
process.
Explain three effective
practices for IEP
meetings that foster
parents’ involvement
and support.
LO3: Explain specific
practices for IEP
meetings that promote
parent involvement and
support.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
effective practices for IEP
meetings that foster parents’
involvement and support.
Response is a clear, accurate,
logical, and complete explanation
of effective practices for IEP
meetings that foster parents’
involvement and support.
Exceeds Expectations: Perspective Taking
LO1: Explain varied
perspectives of
parents/families of
young children with
Explanations draw on research-based content to consider varied perspectives of parents and families of young children with exceptionalities. They also promote awareness and understanding of parent/family experiences and foster effective early childhood practice.
©2017 Walden University 6
exceptionalities ages
3 through 8 in order
to promote
awareness and
understanding of
parent/family
experiences and
foster effective early
childhood practice.
Yes
No
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
Meets Expectations
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, limiting
reader’s access to ideas.
Sentence structure effectively
conveys meaning to reader.
©2017 Walden University 7
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.
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.
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.
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.
Technology: Use technology effectively.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Apply the features
of technology programs
(i.e., Excel, Word,
PowerPoint) to
communicate information
effectively.
Technology program is not
applied appropriately.
Technology program includes multiple formatting issues and/or is difficult to interpret.
Technology program includes proper formatting.
Data can be easily read and interpreted.
,
Supporting Young Children with Exceptionalities Ages 3 Through 8 and Their Families
Use this template to complete your PowerPoint Presentation on “Supporting Young Children with Exceptionalities Ages 3 Through 8 and Their Families.”
Add slides in each part to provide the required information and length.
Part 1 Early Childhood Special Education/School-Age Services for Young Children Ages 3 Through 8
Text here …
In this section, provide essential information for early childhood professionals on special education services for young children, ages 3 through 8, by creating presentation slides that explain:
Three key characteristics of Early Childhood Special Education (ECSE) for children ages 3 to 5;
At least four key steps in the transition process for children and families moving from ECSE to school-age services;
Two key similarities and/or differences in school-age special education services for children ages 5 through 8 compared with ECSE.
(3–5 slides)
Part 2 Emotional and Cultural Considerations in Working with Families of Young Children with Exceptionalities
Text here …
In this section, provide colleagues with information and effective practices to increase their awareness of emotional and cultural perspectives of families of young children with exceptionalities by creating presentation slides that explain:
Stages of emotion that families of young children with exceptionalities may experience and effective practices for supporting parents/families through specific stages;
Three cultural considerations, including differences in how cultures view exceptionalities, and at least two effective practices for working with diverse families of young children with exceptionalities.
(2–4 slides)
Part 3 Parents’ Rights and Roles in Special Education Services for Young Children Ages 3 Through 8
Text here …
In this section, provide information to help early childhood professionals support parents/families and foster involvement in their children’s special education services by creating presentation slides that explain:
Parents’ rights of participation in their child’s Individualized Education Program (IEP) development and review;
Parent’s' unique roles and perspectives in IEP development and review;
Three effective practices for IEP meetings that foster parents’ involvement and support.
(3–4 slides)
References
Text here …
Title slide photo: Credit: PeopleImages/Getty
List all resources used in developing your PowerPoint Presentation in APA style. (Note the title slide photo credit must be included on this slide.)
(1 slide)
image2.jpeg
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