Special Education and Children

Early Childhood Special Education Curriculum, Instruction and Methods Projects

This beginning chapter delineates education to the young children with special needs. In particular, early childhood special education mirrors impact and acclaimed practices resultant from the special education and early childhood fields. In the present, emphasis that is laid on early childhood does not encompass whether these young children can be provided with special needs service in typical settings but focus is rather on how the design of these inclusive programs can be most efficacious. Therefore, taking this into consideration, it is necessary to have early intervention for children with disabilities. However, an important element that is delineated in the chapter is that in as much as these children have special needs, they ought not to be treated in a dissimilar manner. The programs of early intervention for kids and preschoolers with special needs have to be centered on the similar developmentally fitting methods and approaches that are deemed best practices for all young children. Their programs should be fundamentally similar to those of other children (Cook et al., 2012).

A key aspect of this chapter is that any child with special needs ought to first of all be perceived as a child and thereafter view the disability or the particular special need as being secondary. What is more, the best and most fitting way to understand children is within the setting of their families and households as well as day-to-day activities and not their suitability tags or their diagnoses of disability. Taking this into consideration, in order to effectually take into account young children with special needs, it is imperative for educators to undertake necessary curricular alterations and other changes. Child outcomes that are constructive are reliant on methodical and organized planning of receptive settings, bearing in mind the needs of an individual, relations between parents and professionals and cooperation amidst households and families (Cook et al., 2012). This information is beneficial in understanding special education in the sense that it outlines how special needs kids should be viewed, appropriate early intervention programs and the relations between families.

Discussion

The video can be beneficial in educating parents about Special Education. First and foremost, it shows parents that through the Individuals with Disabilities Education Act (IDEA) states that all children with disabilities must obtain free and appropriate public education. Therefore, parents or families should incur no cost and that the local school district can assist parents in finding the most fitting and effective educational options for their child. The five-step program is beneficial for parents in ensuring their children receive special education. Parents begin with referral for their children, asserting why they think or feel they need special education. Secondly, the parents can evaluate whether their children are eligible for special education and this can be done using the prevailing information, or through tests and observation. The third step is the individualized education program, which discusses evaluations and makes recommendations. The video shows parents that they play a key role in this program as they fully know their children, can completely participate and voice any concerns. More so, the parents have a right to convey any worries about the subsequent evaluation report and written plan. Fourth, there is placement, which is based on the IEP report and plan together with the curriculum needs of the child. In essence, the children should ideally attend the similar school setting as children without disabilities. Lastly, the parent should sign a consent form, be provided with reports from the school, communicate in a frequent manner and establish proper relations with the school. In addition, there is an annual review that assesses the progress of the child for such duration (Wisconsin DPI, 2008).

The U.S. Department of Education supplies information to parents and encompasses topics that inform teaching practices and working with parents. A vital topic is equity of opportunity in that all the young children, both with special needs and those without disabilities must have the chance and opportunity to learn and achieve. Secondly, there is the topic of family and community engagement in the sense that if students are to be successful and prosperous in school, there has to be the involvement of families and the communities in overall. Early learning is another important topic that is discussed, which delineates that all children that are 4 years old ought to have access and be provided with quality preschool education as this eventually enables them to thrive and succeed in school (U.S. Department of Education, 2016).

Student Concerns #1: Aaron

Some of the concerns for Aaron include lack of response to his name when called by not only his parents, but also other parties. It is also a worry that Aaron did not maintain but rather had fleeting eye contact during his evaluation. Aaron also does not adhere to simple commands, such as being told to sit down, or to come towards a person. In addition, it is a concern that Aaron did not make use of words or gestures to communicate. Aaron also failed to try to obtain the attention of other people. Some of the aspects to discuss with Aaron's parents include the progress of the child in the Early Intervention Program and whether he still fails to respond when called out by his parents. The information that I want to remember from the case study are Aaron's mental and motor scales from the Bayley Scales of Infant Development-II.

Module 2

Critical Reflection of Chapter 2

The second chapter covers the aspect of early intervention and provision of special education to children with special needs in partnership with families. A key aspect noted is that the experiences of the child should not be perceived as autonomous of the family. In particular, the family is acknowledged as the vital element of the caregiving setting that affects and is affected by the child over time, bringing about dissimilar results for both the child and family. In fact, a child with special needs can be understood solely within the perspective of the family. Subsequent to assessing the needs and emotions that seem to be typical of families with special needs, it is imperative to examine family dynamics from a family systems perspective. From this perspective, the shared relationship between children with special needs and their families becomes more apparent. Different families have different needs and concerns regarding the special needs children and therefore early intervention experts and specialists ought to be able to utilize an assortment of communication approaches to nurture the participation and meet the needs of individual families. What is more, having a clear comprehension of the variety of prospective cultural dissimilarities amongst families and respecting such dissimilarities is vital to effective and successful early intervention. Another key aspect that is discussed in the chapter encompasses what families go through. Therefore, experts in early childhood special education must obtain strategies for working with families that live in poverty or have developmental disabilities (Cook et al., 2012). This information is connected to the first chapter as it links the provision of children with disabilities with the important role that families play in this regard. With respect to application, the information from the chapter enables professionals in special education with information of the differing needs and worries of families and how to cope with such concerns.

IFSP Outcomes #1: Aaron

Aaron will show understanding and response to familiar persons, games as well as daily routines. Aaron's parents will make a determination of which people, routines and games to be targeted. Examples of persons will include mama and daddy; games will include running towards a person and showing where something is. Aaron will use signs and gestures with vocalization.

Discussion

1. Texting does not mean the death of good writing skills. First of all, this is because texting is shorthand and therefore limitation of words is quite understandable. Secondly, people write and read the texts in the manner that they speak it. For instance, the term "btw" would be read as by the way and therefore does not in any way harm the language skills of an individual. Lastly, texting can be perceived as a completely new way of writing that young individuals are making use of in tandem with their writing skills. Therefore, it can be deemed a second dialect in terms of writing, which can be deemed beneficial for young people (Mcwhorter, 2013).

2. One of the key concepts that makes the language immersion program successful is dual language learning. Every student within the program is expected to study an additional language, with a choice between Spanish or Japanese. This increases the chances of understanding the language. A second concept is project-based learning. The students learn Japanese and Spanish through different projects in Math and Science. Research indicates that these two subjects are easier to learn as a second language because of the numerous hands-on activities involved in the classroom. The third concept that makes the program successful is teacher collaboration and parent involvement. This cooperation enables every teacher to know what the student is being taught, linking what the Japanese, English and Spanish teachers are teaching to ensure that they flow. This enables them to be on the same page. More so, involvement of the parents enables all teachers to communicate and understand any issues that come up and figure out how to resolve them (John Stanford International School, 2013). The use of technology within the program does take place even in the playing field. This is particularly for the new comers in the program. Technology increases the level of engagement, especially for students that emanate from backgrounds across the world that lack technology and still use chalkboards in class sessions. Therefore, technology gives them a sense of empowerment and makes it certain that the students have a sense of being a part of the program as a whole (John Stanford International School, 2013).

3. The following are 10 key words that describe the American culture and how such words can be explained to a visitor from another planet.

i. Diversity

Diversity can be delineated as a mixture and integration of numerous people and cultures across the world.

ii. Interracial

The culture is interracial in the sense that it is made up of numerous different races such as African, Asian, Indian and Native American races.

iii. Language

The American people consists of people who speak different language such as Spanish, Mexican, French, Italian and others. However, the American culture consists of only one language as a mode of communication and that is English.

iv. Religion

The American culture encompasses religious freedom. Numerous people in the nation have different beliefs in their worship, such as Christianity, Islam, Atheists and even Buddhists. The American culture allows freedom of such different religions.

v. Freedom of Choice

One of the key aspects of the American culture is the belief in every person having a freedom of choice as long as it does not infringe upon the rights of other people.

vi. Art

The American culture is well renowned for numerous famous forms of art such as movies and television. This is to the extent that other nations and cultures form remakes of such media forms.

vii. Music

The American culture is famous for the formation and prevalence of different kinds of music such as rock and roll and jazz, which have revered across the world over the years (Zimmermann, 2015).

viii. Independence

A key aspect that defined the American culture is independence in that every individual has the autonomy to live their lives as they deem fit as long as they do not break the law.

ix. Sexual Preference Liberty

The American culture permits individuals to choose their sexual preference to the extent that it has set laws to protect the Lesbian, Gay, Bisexual and Transgender communities.

x. American Food

The American culture has come to be known for foods such as hamburgers, chips and hot dogs. In addition, there are other foods such as American comfort foods like fried chicken and corn bread (Zimmermann, 2015).

Thinking about the last time I had directions, some of the elements that I included in the direction giving are gestures, such as using my left hand to say, "Turn left." Another element is the use of landmarks such as flyovers, tunnels, junctions and roundabouts to indicate the next direction to take. In addition, there is the element of using colors to describe components such as buildings.

Module 3

Critical Reflection of Chapter 3

This chapter delineates the development of individualized intervention plans and programs and monitoring progress. In delineation, the Individualized Family Service Plan (IFSP) is a written file itemized in IDEA to offer guiding principles in the execution of early intervention services for children from the time of birth until three years of age and their families. It is purposed to ascertain and organize official and unofficial resources to facilitate the objectives of families for their kids and themselves. The IFSP process encompasses three vital elements. First, there is screening for eligibility and secondly the evaluation of the family's resources, worries and priorities together with the needs and string suits of the child. Lastly, there is the developing of a service plan document. It is imperative to perceive families as the key decision-makers in this process. What is more, a vital component to the planning process is having a trust in cooperation amongst families and service providers (Cook et al., 2012).

This collaboration should be done with a multidisciplinary evaluation team together with the parents to ascertain fitting goals and objectives of the individualized education programs (IEPs). Yearly and frequent assessments of the IFSP and IEP ought to be used as a means of having incessant improvement of services. The accurate monitoring and recording the progress of children through perceptive observation is vital in making certain that intervention practices are incessantly effective. What is more such observers ought to be trained and opt to observe within pertinent and normal setting contests and should lay emphasis of outlining functional behavior (Cook et al., 2012). This chapter is connected to preceding chapters in that IEP plays an important role in the provision of special education for the child with disabilities, with the family playing a significant role in the development of IFSP and IEP. The information provided in this chapter can be applied in the special education realm through developing positive behavior support in order to understand the engagement of children in problem behavior and coming up with different strategies of evading the occurrence of such behavior while teaching the children the new capabilities and skills.

Home Visit Agenda: Aaron

Some of the materials that I will bring with me to the home visit include fidgeting toys for Aaron to play with, balls, planks and pillows to aid on gross and fine motor skills. I will specifically address the IFSP outcomes by ensuring that the typical behaviors are adjusted for the better. Some of the assessments and observations that I will make will include whether or not Aaron has caught on replacement behaviors that are less damaging, less disturbing, and less perceptible to other people. I will end the home session for the home visit agenda by discussing with the parents regarding their thoughts on what Aaron needs and the best decision that can be done.

Discussion

1. The Family and Community Engagement Framework provides an opportunity for families, schools, districts, states, and other broader communities to build capacity for student achievement and school improvement. It challenges the staff of programs and schools to build the capacity for partnerships as well as families to form effective partnerships between the school and family. It generates goals and objectives for policy and programs to build and improve the capacity of staff as well as families with respect to their capabilities, connection, cognition and also confidence. The other component of the framework encompasses the family and staff capacity outcomes. This is to have school and program personnel, who can acknowledge the knowledge of families, link family engagement to student learning and generate friendly, fascinating cultures. In addition, it seeks to have families who can negotiate numerous roles such as providing support and encouragement, advocacy, monitoring and decision-making (U.S. Department of Education, 2016).

Module 4

Critical Reflection of Chapter 4

The chapter delineates the design for instructional programs. As perceived, it is imperative to come up with a general and widespread design for learning to come up with a structure for generating available learning prospects and supporting the involvement and participation of all children. This brings into play an important element, that is, curriculum, whose content must be operational and environmentally pertinent. More so, it must lay emphasis on developing fundamental perceptive and psychoemotional procedures that help children to take part in self-directed learning and set up constructive human relationships. Any approaches for providing instruction ought to be well-versed by meaningful appraisals and mirror evidence-based practices. This is connected to the previous chapters chapters in that adults play a vital and fundamental role in enabling the development of young children and toddlers. This is by being receptive to signs and gestures of children, making use of communicative connections and social intermediation of experiences. Taking this into account, as pointed out in the chapter, one the most significant contexts for learning in the early education program is children's play. This is applicable and beneficial in special education for the reason that the opportunities for learning are an efficacious and efficient manner of addressing the learning goals and objectives of a child within the routines that are done every day. What is more, forming a predictable setting by making use of repetition and reiteration is imperative to the learning and change of children. Therefore, proper alignment of the physical setting is imperative to take into account the physical needs of toddlers and kids with disabilities (Cook et al., 2012). In totality, when designing instructional programs, it is important to take into consideration the distinctive needs of all children and the early childhood special education experts need to have a comprehensive understanding of disabilities.

Student Concerns #2: Kavon

The concerns for Kavon encompass three aspects, which are speech, language and behavior. To begin with, Kavon does not finish words and more often than not cuts off the start and end of words, which makes it very hard and challenging to understand him. Another concern relating to this is that Kavon had an older sibling that had speech and language problems. Secondly, Kavon's behavior encompasses tantrums that last for about twenty to thirty minutes. One of the things I am going to discuss with Kavon's parents on how to better cope with his echolalia. As is well-known, being echolalic implies that he repeats precisely what and how he is told or taught. An aspect to be conveyed to the parents is model each sentence conveyed in the right way that Kavon ought to say it. Another aspect to discuss is the development of Kavon's motor skills. It is imperative for the child to undertake different activities to improve his motor skills using his hands. Some of the additional questions I am going to ask his parents when I meet them is whether Kavon has seen a specialist and whether the conditions he has such as asthma, allergies and dental problems have aggravated. In addition, some of the information obtained from the case study that I want to remember is that Kavon was born early and did not receive any form of developmental follow-up or check-up. This is an aspect to consider with his conditions.

Discussion

1. Accessible Instructional Materials (AIM) are also referred to as accessible educational materials and are delineated as educational materials that are centered on print and technology, which encompass published and electronic textbooks and linked fundamental materials that are intended or transformed in a manner that makes them practical across the broadest assortment of student variability irrespective of format (Willings, 2016). There are scenarios in which accessible educational materials can be utilized in the classroom. One of the scenarios takes into account when the student has a sensory, physical or perceptive disability that influences the capacity to perceive or make use of standard materials. Another scenario is when a student is not able to read or make use of grade level print-based materials at a proper and adequate rate and with proper understanding to finish educational tasks with success in relation to peers of the similar age (National Center on Accessible Instructional Materials, 2016; Willings, 2016). Another scenario could be when a student is able to understand context when it is read aloud, but has a problem when reading on his or her own.

2. Elucidating and comprehending the dissimilarities between accommodations and modifications in the school environment can aid in ascertaining the most efficacious and fitting placement for students who are considered suitable for special help. On one hand, accommodations are utilized for students placed under Section 504 safeguard, with an Individual Accommodation Plan (IAP) printed and checked by the school's 504 Committee. On the other hand, modifications of content material necessitate basic, perceptive change in the level of the material (Hayes, 2016).

Module 5

Critical Reflection of Chapter 5

In reflection, the chapter encompasses considerations for teaching children with specific disabilities. This takes into account the main approaches to utilize to obtain information regarding children with specific disabilities and different ways to plan and execute particular instructional approaches that will help the learning and involvement of the child (Cook et al., 2012). Distinct and organized instructional practices enhance learning when children necessitate thorough supports. In addition, children with disabilities necessitate a matched and assimilated team method from experts of dissimilar disciplines. Teachers can resort to the proficiency of experts of pertinent disciplines by asking particular questions to obtain pertinent recommendations for planning a child's individual program (Cook et al., 2012). Primarily, it is imperative to remember that a child with disability is one who benefits from learning prospects that are developmentally, personally, and culturally fitting. The educational goals are resultant from the information obtained from the family of the child, educational team members and a cautious assessment of relevant reports. The family is a key source for collecting information regarding the preferences, inclinations, strong suits and needs of a child (Cook et al., 2012). In relation to the significance of utilizing the strong suits of the child to scaffold learning, it is the recommendation that children with various genetic disorders have a tendency of showing particular individualistic behaviors that may be utilized as a guide for coming up with interventions. Some of the selected intervention approaches consist of conducting environmental inventories and incongruity evaluations and offering individualized stimuli and alterations to support a child's involvement. Methodical and organized planning, intercessions, and supports facilitate children with particular disabilities and intricate needs to play and learn together with normally developing peers (Cook et al., 2012). What is more, the instructional prompts are deemed to be efficacious and successful when they are personalized and tailor made for the learning needs of the child. The information delineated in this chapter is connected to the previous chapter as the instructional programs take into account the different deliberations and considerations included when teaching children with disabilities. The application of this information with respect to special education, particularly in the classroom, as teachers can address different aspects to come up with the most fitting instructional programs that consider the needs of every child.

IFSP Outcomes #2: Kavon

The following are Illinois Individualized Family Service Plan Outcomes in the areas of communication, motor, and cognitive domains for Kavon:

1. Kavon will be able to pronounce all syllables without cutting the beginning or ending of words

2. Kavon will be able to improve his fine motor skills through strengthening his hands therefore will be able to grasp small objects.

3. Kavon will be able to grasp abstract concepts

Discussion

1. There are possible accommodations that an IEP team can take into consideration. In delineation, accommodations are changes that make it easier for your child to learn. Formal accommodations are written into the plan set by an IEP. One of them is presentation and this encompasses a change in the manner information and instructions are presented. Secondly, there is response and that accounts for the way a child finishes tests and assignments. Third, there is setting and this is a change in the setting where a child works or operates. Lastly, there is timing and schedule and this is a change to the amount of time a child has to finish an assigned task or allowed to take a break (The Understood Team, 2014).

2. There are three principles perceived in any learning situation and these include multiple representations, multiple means of expression, and multiple means of engagement. To begin with, since there is no one single way to present information, in UDL we have multiple representations to make certain that every individual is able to make sense of the symbols, language, drawings and others. For instance, in mathematics, not only are symbols used but also physical forms for direct perception. Multiple means of expression takes into consideration the fact that students greatly differ in how they express what they know, how they can undertake skillful actions and how they can communicate and convey in language or in drawing. The third principle is multiple means of engagement, which is very vital in UDL. This is in the sense that if students are not engaged in learning, if it is not made significant to them or if they are not made motivated for it, then even the other principles mentioned will fail to be important (National Center on Universal Design for Learning, 2010).

Module 6

Critical Reflection of Chapter 6 of the Assigned Book

The main aspect learnt in this chapter is social and emotional development, which encompass assisting children to grow up into emotionally secure individuals and develop a healthy sense of self. This is an important element because through having emotional strength and healthy independence, the young kids are able to start developing efficacious social skills. This whole process begins with the aspect of attachment. An infant is naturally inclined to turn to the caregiver for a sense of security. In particular, for any child, having an attachment that is strong and constructive to a primary caregiver is deemed to be the basis for the development of a healthy personality.

This is connected to the preceding chapters in that a healthy environmental setting and situation is favorable and beneficial to the prevention of social and emotional issues. It is imperative to employ specific intervention strategies to aid young children in the development and constructive social skills. More so, this aids in preventing the incidence and manifestation of issues and also in conflict resolution of issues that emanate between children and their environment. Another key aspect is that social skills are vital to the emotional welfare and safety of young children for the reason that such skills facilitate them in the development of friendships and self-esteem. Therefore, children with difficulties in behavior can be constructively managed by means of careful planning of the setting and also positive behavioral support. Taking this into consideration, the application to special education is in understanding that children who have gone through abuse and neglecting necessitate reliability, sureness and a chance to become attached to a primary care giver (Cook et al., 2012). The significance of the information in this chapter lies in the fact that it can assist not only parents but also experts in understanding how adults can help children in becoming emotionally and socially well accustomed (Cook et al., 2012).

Playgroup Plan

Playgroup Lesson Plan

Date: ___19 September 2016_____________ Teacher:

Required Elements:

Music Play, Messy Play, Creative Play, Pretend Play, Gross and Fine Motor Play and Problem Solving Play

Objective

Activity

Environment

Materials

Modifications/

Accommodations

Assessment/

Observations

Music Play

Play the piano

Music room

The piano, music player

Presentation, Timing and Schedule

Consider how they play the piano instructions and how long it takes for them to understand

Messy Play

Making objects from mud

Outside

Water, soil, mud

Presentation, Setting, Timing and Schedule

Observe what they creating using the mud

Creative Play

Painting

Play room

Paint, Crayons, Board, Papers

Presentation

See what they paint using their imagination

Gross and Fine Motor Play

Walking along a plank

Both outside and inside

Plank, side walk, pillow

Presentation, Setting

Observe how well the child is able to walk steadily

Problem Solving Play

Adding numbers

Both outside and inside

Countable objects

Presentation, Setting, Timing and Schedule

Observe how a child is able to count and add numbers both inside and outside and how fast it takes

Pretend Play

Representation of animals

Play room

Costumes, Small animal toys

Presentation and response

Observe how they pretend with actions, objects and situations

Discussion

1. There are skills taught to address emotional and social health, an aspect that has come to be vital for inclusion in the classroom. One of these skills is emotional intelligence, which encompasses the manner in which one copes with his or her own feelings, how well one identifies with and gets along with other people. Conflict resolution is another skill in which students are taught how to become peace helpers in order to solve the conflict they are going through. Another one is learning empathy and this is vital because educating the heart is equally significant and vital as educating the mind (Edutopia, 2007). Another aspect is for the students to talk to each other about ideas as this enables students to listen to each other and at the same time learn in the classroom setting (Edutopia, 2007).

2. The video outlines come of the techniques utilized to build relationships and social and emotional learning. One of the techniques is morning meetings where students are enthused and motivated to share personal feelings and their deepest insights with their classmates and teacher to create a culture of veneration and also aid them in regulating their emotions and decreasing their compulsion. Another technique is effective transitions in that students help in decision-making on how to shift from one learning activity to another devoid of losing concentration. This alters their levels of energy and at the same time decreases the time used by the teacher to regain the students' focus. Third of all, there are positive-behavior models used as techniques. This encompasses modelling constructive language and tone with the purpose of promoting active learning and self-control and will power. Lastly, there is the technique of logical consequences that further aid in generating a class setting that is responsive. For instance, the teacher makes it well-known to the student that when he or she misbehaves, it is the misbehaver that is the problem and not the student as an individual (Mount Desert Elementary, 2013).

Module 7

Critical Reflection of Chapter 7 of the Assigned Book

Linking social and emotional skills from the preceding chapter, it is imperative for infants and young children to learn about their bodies in order to develop poise and organization and discover themselves in association to space. Harmonization of movement skills adds to the development of children's poise and proficiency in themselves and their bodies. On one hand, gross motor skills encompass the activities that include the use of the main muscles of the neck, arms and legs. On the other hand, fine motor skills encompass specific movement of small muscles, particularly fingers, toes, eyes and speech muscles. A key aspect in this chapter tied to these skills is the adaptation to the environment. This is in the sense that programs for kids with disabilities ought to ascertain hindrances to the children's accessibility to the setting and learning experiences, get rid of such hindrances and enable the active involvement of children in the process of learning (Cook et al., 2012).

Any child experiencing delays in their motor skills necessitates an interdisciplinary team method including the parents, teachers, physicians, psychiatrists, as well as nutritionists to address the learning needs of the child at the home and school setting. Alterations of materials and considerations of the setting ought to be a worry for all early education programs but more distinctively when they encompass children who are psychosomatically susceptible or have motor delays (Cook et al., 2012). The integration of gross and fine motor skills, adaptive skills and movement experiences has to be an everyday aspect in the home and school activities of the child. The development of these skills differs across households and cultures in reliant on their experiences and values. In addition, the collaboration and partnership between the family and professionals or experts is essential for designing and executing self-help activities (Cook et al., 2012). The application of the information outlined in this chapter encompasses enabling children with special needs in fully and properly developing their motor skills, which play a part in developing their full capabilities. Not only is this applicable in child's movement, but also in his or her speech.

Student Concerns #3: Jeremy

The concerns encompass Jeremy's gross motor movements and exhibits being repetitive and uncoordinated. He has low muscle tone. He runs, but with an awkward gait. He does not swing, climb up the sliding board, or ride a tricycle. It also includes having difficulty following a sequence of motor movements during adaptive physical education class. He will not go to the toilet without an adult. One of the main things that I will discuss with Jeremy's parents are their concerns with regard to the utilization of his cognitive skills for compensation of the different areas that he faces difficulty in. Other aspects to discuss with his parents is how to cope with advance his adaptive skills, such as making it possible to eventually go to the toilet without an adult. One of the additional questions I am going to ask Jeremy's as teachers when I meet them is how their co-teaching in Montessori works to develop the skills and capabilities of the children with disabilities. Other information obtained from the case study that I want to remember is that Jeremy is diagnosed with autism and therefore this has to be taken into account when moving him to the school next year.

Discussion

1. Child development influences society in that it provides a basis for just about all of the challenging social problems faced within the society. Research indicates that experience right even before birth gets into the bodies of individuals and shapes their learning capabilities, their behaviors as well as their physical and mental health. The brain of an individual is ready to be fashioned by experience and therefore such experiences affect the formation of the brain circuitry. Therefore, early development that is healthy is reliant on both cognitive development and social and emotional development. This influences society because when children experience instability or abusive relationships, it interrupts the circuitry in the architecture of the brain, which has a negative impact in the end (Center on the Developing Child at Harvard University, 2011).

2. The video encompasses the techniques and materials employed in demonstrating the development of the fine or gross motor skills of a child. One of the skills is balance. This is done through a balance beam or cracks along the street that can aid in enhancing balance. My recommendation for some other materials could be walking through planks. Another technique is dynamic balance, which encompasses the capability of a child to balance in a wobbly and uneven surface. Some of the recommended materials are pillows and pool noodles. Another motor skill to be improved is finger and hand strengthening, and the technique used is Play-Doh. This necessitates the use of two hands, which is a vital skill for young children. Another skill is hand-eye coordination and the technique used is balloon tennis, of which can be made using materials such as racket made out of a spatula or a paper plate taped to a paint stirrer (UM Health System, 2013).

Module 8

Critical Reflection of Chapter 8 of the Assigned Book

In reflection, this chapter delineates fostering communication skills. Communication skills are important in the life of every individual in order to convey what they wish to relay. This is linked to the previous chapter in that despite obtaining motor skills, it is imperative for young children to develop functional communication skills that will help and propel them to instigate and impact social interaction. Language and communication can substantially intricate skills that are best comprehended as taking place within a setting of social interaction. A key element learned is that communication skills develop and come about in the expected phases starting at birth and the basis of language is set in the course of the child's first year. The behaviors of adults largely influence how children communicate. In particular, major adult behaviors that helps and enable communication skills include listening to the attempts of children's communication and subsequently reacting to such endeavors (Cook et al., 2012). It is also imperative to warily map language onto the experiences of children. In addition, attempting to obtain and acquire a second language is largely similar and goes in the same manner as acquiring the first language. What is more, similar to the first language, learning the second language is most effectively and successfully learnt in social settings that are interactive. In summary, an important aspect to take into consideration is that all children are able to communicate. In particular, for young kids with serious and multiple disabilities, there is need for setting up alternative modes of communication. Therefore, children that are hearing impaired, teachers have to be cognizant of not only the importance of residual hearing and employing manual communication but also new and modern technologies for instance having an implant in the cochlear (Cook et al., 2012). This is connected to the information from the previous chapter. Subsequent to developing the motor skills of the child for his or her speech makes it possible for the child to have proper communication with not only the caregiver but also other individuals. This information is applicable in special education in enabling children in acquiring the first language but also the second language. In addition, the students become able to interact socially with other individuals.

IEP Goals for Jeremy

1. Jeremy will have coordinated movements and will improve his muscle tome

2. Jeremy will be able to go to the toilet without an adult

3. Jeremy will swing, climb up the sliding board, or ride a tricycle

Discussion

1. There are important points to take into account when teaching life skills to developmental students. To begin with, it is imperative that teaching life skills to be at the level of the child, and such skills cannot be taught to all people in the same manner. Secondly, it is important to understand their level of functioning, encompassing what they can or cannot grasp, their strong suits and limitations. Thereafter, the approach taken should be tailored to such downsides and strengths. More so, in teaching such skills to developmental children, it is important to talk slowly, talk and employ language that is at their level, and also show and exhibit the skills being taught. In turn, the teacher should allow the student to show him or her and thereafter make any necessary modifications until they master it. Once they are able to master it, it is important to revel with them in order for them to keep and retain the skill learnt (Hopson, 2009).

2. Talk moves encompass re-voicing, restating and reasoning, which are skills that can be employed to improve communication in the classroom. To begin with, re-voicing encompasses a student repeating precisely what another student has said. Secondly, restating encompasses pointing out what someone has said but in one's own words. Lastly, there is applying reasoning, and this incorporates being able to disagree with what has been re-voiced and restated after applying one's reasoning. This creates a structure for discussion as the students are able to have dialogue on their thoughts and insights (Teaching Channel, 2012).

Module 9

Critical Reflection of Chapter 9 of the Assigned Book.

In reflection, this chapter encompasses boosting the development of cognitive skills and literacy. The fundamental processes linked to processing of information that are significant to the development of cognition include perception, attention and memory. Toddlers have to be keen regarding their surroundings and also have to have the capacity to receive, ascertain and discriminate bias. In the end, such stimuli have to be arranged in an orderly fashion by the infants and store them for the purpose of retrieving them later. A key contribution that made development of cognitive skills much easier to understand is through the developmental theory of Jean Piaget. This theory outlines that cognitive development of human beings is resultant of the interaction that exists between the natural capabilities of the child and the environment. Experts and specialists in early childhood special education have to fully comprehend techniques that instigate vital primary cognitive skills. Some of these skills for children in preschool include exploration and problem solving, symbolic exemplification as well as increase of referential language skills to improve primary literacy.

As pointed out in the previous chapter, there is variability and difference in the home cultures of the children as well as their experiences with literacy. Therefore, taking this into consideration, the connection comes about in the sense that experts in early childhood special education ought to have the capability to make use of particular approaches and methods to adjust to learning settings for toddlers and young children experiencing delays in their cognition. This is largely possible as different programs can be established and created for the purpose of supporting developing literacy within the day-to-day activities that take place naturally. What is more, bearing this in mind, the curriculum that is established and utilized in preschool can be adjusted and adapted in order to take into account particular elements, for instance, numeracy and phonological cognizance for all students. The main application of the information from this chapter is the development of early literacy, which begins from the initial years of a child and is significantly linked and correlated to the child's achievement in school. This is also tied to developing the cognitive, physical and social-emotional skills of the child.

UDL Early Childhood Special Education Lesson Plan

ESCE

UDL Lesson Plan Template

Date(s)

19 September 2015

Grade/Course

English

Time Frame

1 hour

LESSON TOPIC and SUMMARY

Learning what verbs are in language and how they are used in sentence structure.

FOCUS QUESTION -- State the objective in the form of a question:

What are verbs and how are they used?

LEARNING OBJECTIVES/ MAIN IDEAS - What do students need to know (maximum of 3)?

Students will be able to define a verb

Students will be able to list different verbs

Students will be able to make use of verbs in sentence structure

Illinois Early Learning STANDARDS- What standards will be introduced or reinforced during this lesson?

Use the home language to communicate within and beyond the classroom

Use the home language to make connections and reinforce knowledge and skills across academic and social areas

ASSESSMENT - How will student mastery of the skills, content, and concepts taught in this lesson be ASSESSED?

Students will be asked to give three different verbs and use them properly in a sentence

FEEDBACK - How will feedback be provided for students? How will progress or needs be recorded? How will this information be used? (Think DDI)

The students will be told whether the verbs given are correct. Progress and needs will be shown by the sentences written down. This information will be used to ascertain which particular problems the students face.

VOCABULARY - What academic and content specific vocabulary is introduced in this lesson?

Verbs. Present tense, past tense and past participle

MATERIALS - e.g., ACTIVITY SHEET, MAP, SONG are needed? If this lesson is being presented collaboratively, specify who is responsible for what.

Activity Sheet, Map

Elements of Universal Design