Issues and Trends|Legit essays
Posted: February 12th, 2023
CE2006: Assessment Instructions
Review the details of your assessment including the rubric. You will have the ability to submit the assessment once you earn a score of 80% or better on all of the related sub-competency quizzes and engage with your Faculty Subject Matter Expert (SME) in a substantive way about the competency.
Overview
For this Written Response Assessment, you will respond to a series of prompts that explore issues and trends related to young children with exceptionalities and their families.
Professional Skills: Written Communication is assessed in this Competency.
This Assessment requires submission of one (1) document that includes your analysis of Case Study #1 and #2 along with your recommendations. Save this file as CE2006_firstinitial_lastname (for example, CE2006_J_Smith).
You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
To complete this Assessment:
· Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
CE2006: Issues and Trends: Explain issues and trends related to young children with exceptionalities and their families.
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.
At the end of the template, you will list the references you used to support your responses.
Item 1
Explain at least three differences between the preparation for all special education teachers, including those who work with K–3 children, and general education teachers who work with the same age group. (1 paragraph)
Your Response
Enter your response here
Rubric
| 0
Not Present |
1
Needs Improvement |
2
Meets Expectations |
|
| Topic 1: Preparing Teachers of Young Children with Exceptionalities | |||
| Explain at least three differences between the preparation for all special education teachers, including those who work with K–3 children, and general education teachers who work with the same age group.
LO1: Explain differences regarding how teachers of special education and general education are prepared. |
Response is missing. | Response is vague, inaccurate, and/or incomplete. | Response is clear, accurate, and complete. |
Item 2
From an early childhood perspective, explain a rationale for merging teacher preparation programs for general education and special education teachers. (1–2 paragraphs)
SOLUTION
- Specialized Training: Special education teachers must receive specialized training to understand the unique needs and challenges of children with disabilities. This training covers areas such as assessment and evaluation, individualized education plans (IEPs), and evidence-based practices for teaching children with disabilities. General education teachers, on the other hand, may receive some basic training in special education but it is not as comprehensive.
- Collaboration: Special education teachers often work in collaboration with a team of professionals, including speech therapists, psychologists, and other specialists to support students with disabilities. General education teachers typically work with the same team, but their primary focus is not on providing specialized support to individual students.
- Classroom Environment: Special education teachers typically work in smaller, more structured classrooms, often with one-on-one support for their students. They also must be familiar with a variety of assistive technologies and adaptations that can support their students. General education classrooms are typically larger and more flexible, with a focus on delivering content and fostering critical thinking skills.
Overall, while both special education and general education teachers play important roles in the education of children, the preparation and approach of the two groups are different, reflecting their unique responsibilities and the needs of the students they serve.
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