Explain foundational concepts related to high-quality inclusive early childhood programs.
Overview
For this Written Response Assessment, you will respond to a series of six items about foundational concepts of high-quality inclusive early childhood programs and practices.
Submission length: 6 prompts with responses ranging from 1–3 paragraphs in length
Professional Skill: Written Communication is assessed in this Competency.
Instructions
Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
IP4001: Foundations of Inclusion: Explain foundational concepts related to high-quality inclusive early childhood programs.
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.
Item 1
You are the director of an early childhood program speaking with families who are thinking of enrolling. One parent asks: “I see that high-quality early childhood inclusion is an integral part of your program. Could you please explain to me what that means?” In your own words, define high-quality early childhood inclusion. (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: Foundations of Inclusion |
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In your own words, define high-quality early childhood inclusion. LO1: Define high-quality early childhood inclusion. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
You are looking to enroll your 4-year-old son, William, who has been diagnosed with autism spectrum disorder, in a preschool program. You have identified three preschools in your community that have said they are inclusive and you plan to visit each one. Using the full version of the NAEYC/DEC Joint Position Statement as a guide, explain the three features of inclusion that can be used to identify high-quality early childhood programs and services that you will be looking for. (2–3 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 1: Foundations of Inclusion |
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Using the full version of the NAEYC/DEC Joint Position Statement as a guide, explain the three features of inclusion that can be used to identify high-quality early childhood programs and services that you will be looking for. LO2: Explain features of inclusion that identify high-quality early childhood programs and services. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
Explain at least three research-based benefits of high-quality inclusive practices for young children with and without disabilities. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Benefits of Inclusion |
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Explain at least three research-based benefits of high-quality inclusive practices for young children with and without disabilities. LO1: Explain benefits of high-quality inclusive practice. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Explain three research-based benefits of high-quality inclusive practice for families. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 2: Benefits of Inclusion |
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Explain three research-based benefits of high-quality inclusive practice for families. LO2: Explain benefits of high-quality inclusive practice for families. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
Explain how Individualized Family Service Plans (IFSPs) are similar to and different from Individualized Education Programs (IEPs). (2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 3: Processes for Inclusion |
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Explain how Individualized Family Service Plans (IFSPs) are similar to and different from Individualized Education Programs (IEPs).
LO1: Explain similarities and differences between IFSPs and IEPs. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
A family with a preschool-age child, who has limited mobility, applies for admission to your early childhood program. Provide a brief summary of a federal guidance/mandate (with citation(s)) that supports the child’s inclusion within your program. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
|
0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
|
|
Topic 3: Processes for Inclusion |
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Provide a brief summary of a federal guidance/mandate (with citation(s)) that supports the child’s inclusion within your program. LO2: Explain federal guidance supporting inclusion. |
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:
· Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Stamford, CT: Cengage Learning.
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: In-depth Analysis |
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LO1: Analyze multiple, relevant sources and provide well-developed examples to explain principles and concepts related to high-quality inclusive early childhood programs. |
Responses to the items use information from multiple, relevant sources as well as well-developed examples to demonstrate a thorough understanding of foundational concepts related to high-quality inclusive early childhood programs. · Yes · No |
Professional Skill Building
The faculty Assessor will provide feedback 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 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 the skills of 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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LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline) |
Vocabulary and tone are inappropriate for the audience. |
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas. |
Vocabulary and tone communicate key concepts that are appropriate for the audience. |
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LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source) |
APA formatting and style are not present. |
Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity. |
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity. |
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