Early Childhood Detection
Assessment Description: 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.
