The purpose of this assignment is to provide students with an opportunity to learn about and reflect on their knowledge of research-based, recommended practices. Students will be expected to prepare written briefs in which they reflect on the readings and identify practices that plan to implement in their own classrooms. Additional readings and guidance for writing each reflective brief can be seen below.
Briefs must be typewritten in APA format and may not exceed 5 pages.
| Reflective Brief #3: Engaging and Supporting Young Children |
| Review the assigned readings and share your thoughts on 1-how best to engage and support young children with special needs. 2- Describe what practices you might implement and why. Provide a clear rationale for each practice that is supported with references to course readings. Required readings (please download from link :
*Division for Early Childhood [DEC]. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Retrieved from http://www.dec-sped.org/recommendedpractices – Environment and Instruction topic areas · *National Association for the Education of Young Children [NAEYC]. (2003). Early childhood curriculum, assessment, and program evaluation: Building an effective accountable system in programs for children birth through age 8. Retrieved from https://www.naeyc.org/positionstatements/cape – pp. 6-9 · *DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Retrieved from: http://www.dec-sped.org/position-statements · *Coogle, C. G., Floyd, K., Hanline, M. F., & Kellner-Hiczewski, J. (2013). Strategies used in natural environments to promote communication development in young children at risk for autism spectrum disorder. Young Exceptional Children, 16(3), 11-23. · *Donegan-Ritter, M. (2017). STEM for ALL Children: Preschool teachers supporting engagement of children with special needs in physical science learning centers. Young Exceptional Children, 20(1), 3-15. · *Jamison, K. R., Forston, L. D., & Stanton-Chapman, T. L. (2012). Encouraging social skill development through play in early childhood special education classrooms. Young Exceptional Children, 15(2), 3-19 |