ESE 536 Assignment Instructions
Theory to Practice Observation Reflection
You have now completed all of the content modules in this course, as well as conducted an observation in a preschool classroom with children with disabilities. This assignment is designed to synthesize this information you have learned from these activities into a reflective paper in which you are to integrate your knowledge. This assignment is designed to challenge you to demonstrate your knowledge, in your own words, not just a recitation of what you have read throughout the course. This is not an evaluation of the course.
The purpose of this assignment is for you to respond to specific questions that ask you to demonstrate what you learned in this course. The assignment should be 8-10 pages long, with minimal spelling and grammatical errors. The assignment needs to be double spaced with one inch margins, in twelve point font. Be sure you refer to the rubric below before submitting your assignment to confirm that you have addressed all elements that will be graded. The essay is worth 50 points.
Your submission should address all of the following:
1. Key underpinnings of practice (CEC IP: 6.2; ECSE 6.K1, 6.K1, 6.K2, 6.K3 )
Legislative (what laws address the educational rights of young children with disabilities and their families?)
Theoretical (What researchers or studies contribute to our understanding of developmental perspectives and educational strategies regarding young children with disabilities and their families)
Historical (What significant events or trends impacted our current models of practice with young children with disabilities and their families
2. Description of how diversity impacts culture, families, and schools AND how these issues impact the delivery of special education services to eligible children and families. Based on your observation in an early childhood setting where children with disabilities were present, demonstrate your understanding of how diversity impacted the young children in this setting. (CEC IP 6.3; ECSE K.21, 6.S1, 6.S2, 6.S3, 6.S4 )
3. Based on your observation in an early childhood setting where children with disabilities were present, demonstrate your understanding of how the early childhood special educators recognized and respected the unique differences of children including (CEC IP 1.2; ECSE 1.K2., 1.K3, 1.K4, 1.K6, 1.K7, 1.K8, 1.K9, 1.K10, S4.5 )
Social and emotional development
Cultural and Community Contexts
4. Based on your observation in an early childhood setting where children with disabilities were present, describe the roles of the following and describe collaboration skills you will need to develop for your own practice: (CEC IP 7.3; ECSE 7.K1, 7.S2, S7.7)
Teacher or Special Educator
Related Service professionals (OT, PT, SLP)
5. Select one of the five developmental domains (CEC IP 1.2; ECSE 1.K1, 1.K8, 1.S2)
a. Describe it and its dimensions
b. Using your classroom observations, describe how this domain was seen and ways that it was (or could have been) addressed
6. Describe who determines and offers guidance for ethical practice for early childhood special educators. Explain why these guidelines are important for professionals to follow. (CEC IP 6.0, 6.1; ECSE 6.K3, 6.K4, S6.6)
7. Explain the importance of early childhood professionals participating in lifelong learning, professional activities, and learning communities. Be sure to include why professionals should assume leadership and mentoring roles in the educational community to advocate on behalf of all students and families. (CEC 6.5; ECSE 6.K4)
F. The scoring guide or rubric for the assessment
Theory to Practice Observation Reflection Rubric
Exemplary Score/ Level
Underpinnings of practice.
CEC IP: 6.2
K1.1, K3.2, K6.1, K6.2, K6.3
InTASC 1, 4
(15%) The candidate does not identify and describe significant theoretical, historical, and legislative underpinnings of practice in early childhood special education OR Student does not complete this element of the assignment. The candidate identifies the key theoretical, historical and legislative underpinnings of professional practice in early childhood special education including assessment, instructional planning, and evaluation of learning. The candidate demonstrates a deep understanding of theoretical, historical and legislative underpinnings of practice. The candidate makes connections between past practice and current evidence-based practices.
Impacts of diversity
CEC IP: 6.3
S1.1, K2.1, S2.3, S2.4, S6.3
InTASC 1, 2
(5%) The candidate demonstrates a limited understanding of how issues of human diversity impact families, cultures and schools. Little or no information is included in the response. The candidate identified specific issues of human diversity and how these issues impact the delivery of early childhood special education services. The candidate cites specific issues of human diversity from the professional literature and their observations. The impact of these issues on families, cultures, and schools is clearly and completely described. Connections to professional practices, both past and present are discussed.
Unique Differences of Children
CEC IP: 1.0
K1.2, K1.3, K1.4, K1.6, K1.7, K. 1.8, K1.9, K1.10, S4.5,
InTASC 1, 2, 7
Student does not discuss individual differences of children and families or the importance of respecting those differences. OR Student does not complete this part of the assignment OR the candidate demonstrates a limited understanding of individual learning differences. The narrative is brief and incomplete. Student discusses how children may be unique developmentally. The candidate clearly these differences along with differences in family beliefs, traditions, and values might impact their practice in early childhood special education. Student describes and analyzes the unique developmental differences related to cognitive, communication, and social-emotional development. The candidate discusses how these learning and cultural differences provide a foundation for identifying early childhood special education services.
Service Providers in ECSE setting
CEC IP 7.3
(15%) The candidate demonstrates a limited understanding of the interactions of professionals. The response was too brief OR no mention was made of the interactions of various professionals. The candidate identified and described the professionals engaged in delivering early childhood special education services. The description was clear and complete. The candidate identified, described, and analyzed the interactions of various professionals who deliver early childhood special education services. The response included the full range of potential service providers and their roles in delivering special education services.
CEC IP: 1.0
K1.2, S1.1, S1.2, K2.1, K3.3, S3.1, S3.4, S5.1, S5.3,
InTASC 1, 2
(25%) Student fails to show an adequate understanding of one developmental domain or apply that understanding to the classroom observation. OR Student does not complete assignment. Student is able to describe key aspects of one developmental domain and reflects upon most of these seen in the classroom observation. Student demonstrates the ability to thoroughly describe one developmental domain and is able to use that information when reflecting upon the classroom observation.
CEC IP: 6.0
10% Student fails to identify how ethical practices are determined or their importance. Student is able to demonstrate a basic understanding of ethical practices and is able to explain why these practices are important for early childhood special educators and their practice. Student demonstrates a full understanding of how ethical practices are determined and how the different sources interrelate AND present a strong case for the importance of ethical practice for early childhood special educators.
CEC IP: 6.5
K6.4, S6.4, S 6.6
(5%) The candidate does not demonstrate an understanding of responsibilities as an early childhood special educator or strategies for staying current and assuming leadership roles. The candidate describes key responsibilities as an early childhood special educator and important steps in staying current and assuming a leadership role. The candidate demonstrates a complete understanding of his or her responsibilities as an early childhood special educator and identifies strategies for staying current and assuming leadership roles.
(5%) The candidate does not demonstrate effective written language skills. The reflection contains may errors in grammar, syntax, spelling, and/or logical organization of content. The candidates reflection demonstrates effective written language skills. The reflection conforms to the conventions of written English related to grammar, syntax, spelling, and/or logical organization of content. Only an occasional error is noted The candidates reflection demonstrates effective written language skills. The reflection conforms to the conventions of written English related to grammar, syntax, spelling, and/or logical organization of content. No errors are noted.
*Added criteria and row to rubric prior to implementation in Spring 2014.
**Added criteria and row to rubric prior to implementation in Fall 2014.