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Early childhood and
special education teachers should understand their role as advocates for
children who may have exceptionalities. Teachers can promote professional
practice by taking part in professional development opportunities to explain
this role and other responsibilities to their colleagues. Professional
development enables teachers to stay informed of current practices and ethics
associated with the discipline.
Part 1: Advocacy
Presentation
For Part 1 of this
benchmark assignment, create a 15-20 slide presentation in digital format
(e.g., PowerPoint, Prezi) using relevant, current research to inform early
childhood and special education teachers about their role as advocates for
young children and their families. Address the following within your
presentation:
- Specify the
importance of detecting possible exceptionalities (including disabilities
and giftedness) in Pre-K through Grade 3 children.
- Include at
least three laws or policies related to identifying or providing services
to children with exceptionalities.
- Relating to
the early detection of possible exceptionalities, provide at least three
examples of ways in which advocating for students and families optimizes
learning opportunities for young children, strengthens learning
environments, and advances the early childhood profession.
- Provide 3-5
talking points that teachers could use to inform paraeducators, tutors,
and volunteers about some of the more important legal and ethical
practices regarding students who may have exceptionalities and how to
interact with their families (e.g., confidentiality).
Include presenter’s
notes, a title slide, in-text citations, and a reference slide that contains
3-5 scholarly sources from the required readings or the GCU Library.
Part 2: Ethical Analysis
For Part 2 of this
benchmark assignment, write a 250-500 word statement regarding how the advocacy
role of early childhood educators (as described in your presentation) promotes
compassion, justice, and concern for the common good of students, families, and
colleagues and reflects the GCU College of Education’s Professional Disposition
of Advocacy (provided below). Beneath the Professional Disposition of Advocacy
description is a section of the GCU Statement on the Integration of Faith, Learning,
and Work, which you may also (but are not required to) refer to in your
response.
GCU College of
Education’s Professional Disposition of Advocacy
Educators should promote
positive change in schools and communities that benefit the welfare of others.
- Actively
building positive relationships with the students.
- Engaging
students in conversations beyond the scope of the classroom.
- Taking time
to understand student issues and concerns.
- Assisting
students in finding resolutions to their problems.
- Guiding
students through the problem-solving process.
- Seeking to
understand the issues and challenges facing students.
- Sincerely
getting to know the students’ interests and needs in their context.
GCU Statement on the
Integration of Faith, Learning and Work:
“WE BELIEVE that
Jesus Christ is both Savior and Lord and that all who follow Jesus should seek
His Kingdom and His righteousness in relation to all aspects of human
experience, including culture and society. Therefore, we have resolved to carry
out our work within the public arena with compassion, justice and concern for
the common good.”
While APA format is not
required for the body of this assignment, solid academic writing is expected,
and in-text citations and references should be presented using APA
documentation guidelines, which can be found in the APA Style Guide, located in
the Student Success Center.
This assignment uses a
rubric. Review the rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.
You are required to
submit this assignment to LopesWrite.
Standards and program
competencies assessed in this assignment:
COE 5.1: Engage in
ongoing, collaborative professional development from the early childhood
education/special education field to inform practice in order to maximize
learning outcomes for all students. [CEC 6.4; NAEYC 6a, 6c; InTASC 9(a), 9(b),
9(c), 10(a), 10(b), 10(f)]
COE 5.2: Model the
expectations of the profession by upholding ethical standards, professional
standards of practice, and relevant laws and policies. [CEC 6.1; NAEYC 6b;
InTASC 9(o), 10(i)]
COE 5.3: Analyze ethical
decisions that promote the common good for students, families, and colleagues
that are consistent with the Christian worldview. [MC 3]
COE 5.5: Integrate
relevant, research-based perspectives on early childhood education/special
education to promote professional practice. [CEC 6.2; NAEYC 6d; InTASC 10(h)]
COE 5.6: Engage in
informed advocacy to optimize the learning opportunities for young children,
strengthen the learning environment, and advance the early childhood
profession. [CEC 6.5; NAEYC 6e; InTASC 10(j), 10(k); MC 2]
COE 5.7: Provide
guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6;
InTASC 10(n); MC 2, MC 3]
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