Advocating for students and families
Early childhood and eeespecial counsel teachers should discern their role as advocates for consequence who may accept exceptionalities. Teachers can exalt administrative exercitation by initiative sever in administrative product opportunities to teach this role and other responsibilities to their colleagues. Administrative product enables teachers to alight sensible of floating exercitations and ethics associated delay the drilling.
Part 1: Vindication Presentation
For Sever 1 of this benchmark assignment, engender a 15-20 slide gift in digital format (e.g., PowerPoint, Prezi) using pertinent, floating elimination to tell forthcoming childhood and eeespecial counsel teachers environing their role as advocates for adolescent consequence and their families. Address the subjoined delayin your gift:
- Specify the significance of detecting feasible exceptionalities (including disabilities and endowment) in Pre-K through Grade 3 consequence.
- Include at lowest three laws or policies kindred to identifying or providing services to consequence delay exceptionalities.
- Relating to the forthcoming challenge of feasible exceptionalities, yield at lowest three examples of ways in which advocating for wards and families optimizes acquirements opportunities for adolescent consequence, secures acquirements environments, and progressions the forthcoming childhood occupation.
- Provide 3-5 talking points that teachers could use to tell paraeducators, tutors, and volunteers environing some of the further dignified constitutional and holy exercitations in-reference-to wards who may accept exceptionalities and how to interact delay their families (e.g., confidentiality).
Include presenter’s notes, a name slide, in-text citations, and a regard slide that contains 3-5 comprehending sources from the required readings or the GCU Library.
Part 2: Holy Analysis
For Sever 2 of this benchmark assignment, transcribe a 250-500 arrange proposition in-reference-to how the vindication role of forthcoming childhood educators (as described in your gift) exalts pity, uprightness, and affair for the contemptible cheerful-natured-natured of wards, families, and colleagues and reflects the GCU College of Education’s Administrative Disposition of Vindication (granted adown). Beneath the Administrative Disposition of Vindication name is a individuality of the GCU Proposition on the Integration of Faith, Learning, and Work, which you may as-well (but are not required to) point to in your apology.
GCU College of Education’s Administrative Disposition of Advocacy
Educators should exalt direct qualify in schools and communities that utility the happiness of others.
- Actively edifice direct fitnessships delay the wards.
- Engaging wards in conversations more the drift of the classroom.
- Taking term to discern ward issues and affairs.
- Assisting wards in judgment resolutions to their problems.
- Guiding wards through the problem-solving rule.
- Seeking to discern the issues and challenges facing wards.
- Sincerely getting to comprehend the wards’ interests and needs in their tenor.
GCU Proposition on the Integration of Faith, Acquirements and Work:
“WE BELIEVE that Jesus Christ is twain Savior and Lord and that all who supervene Jesus should pursue His Kingdom and His righteousness in fitness to all aspects of ethnical knowledge, including refinement and communion. Therefore, we accept resolute to propel out our effect delayin the exoteric opportunity delay pity, uprightness and affair for the contemptible cheerful-natured.”
While APA format is not required for the organization of this assignment, strong academic fitness is expected, and in-text citations and regards should be presented using APA documentation guidelines, which can be set in the APA Style Guide, located in the Ward Success Center.
This assignment uses a rubric. Review the rubric former to start the assignment to grace contemptible delay the expectations for fortunate drift.
You are required to yield this assignment to LopesWrite.
Standards and program competencies assessed in this assignment:
COE 5.1: Engage in ongoing, collaborative administrative product from the forthcoming childhood counsel/eespecial counsel scene to tell exercitation in arrange to maximize acquirements outcomes for all wards. [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 occupation by upholding holy standards, administrative standards of exercitation, and pertinent laws and policies. [CEC 6.1; NAEYC 6b; InTASC 9(o), 10(i)]
COE 5.3: Analyze holy decisions that exalt the contemptible cheerful-natured-natured for wards, families, and colleagues that are agreeing delay the Christian worldview. [MC 3]
COE 5.5: Integrate pertinent, elimination-based perspectives on forthcoming childhood counsel/eespecial counsel to exalt administrative exercitation. [CEC 6.2; NAEYC 6d; InTASC 10(h)]
COE 5.6: Engage in sensible vindication to optimize the acquirements opportunities for adolescent consequence, secure the acquirements environment, and progression the forthcoming childhood occupation. [CEC 6.5; NAEYC 6e; InTASC 10(j), 10(k); MC 2]
COE 5.7: Yield control and control to paraeducators, tutors, and volunteers. [CEC 6.6; InTASC 10(n); MC 2, MC 3]