Quality inclusion program

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W​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​hat does a quality inclusion program look like? How does it offer young children with disabilities access, participation and support, engage families, and inspire growth? For Part 1 of this Assignment, you will view 4 short videos about 3 young children who are enrolled in inclusive early childhood programs. After you have viewed the videos, you will explain how examples from the videos align with each of the goals outlined in the DEC/NAEYC Joint Statement on Early Childhood Inclusion. For Part 2 of this Assignment, you will write a reflection, analyzing how your learning about inclusive practices in this module has influenced your perception and practice of supporting and advocating for the dignity, worth, and uniqueness of every child, and summarizing your philosophy To Prepare: View the following videos about Deegan, a 2-year-old at the Heartland Community College Child Development Lab inclusive program, Samantha, a five-year-old in Head Start, and Drew, a young boy who transitioned from home-based early intervention to Early Head Start: Deegan’s Story Classroom Therapist Deegan Interactions Preschool Inclusion: Samantha Preschool Inclusion: Drew Part 1: Alignment with DEC/NAEYC Joint Statement on Early Childhood Inclusion Use the Inclusive Practices and Goals template to provide and explain at l​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​east two examples from the videos of each of the following goals. If you are not able to identify at least two examples, suggest your own recommendation(s) for specific programs/children: Create an inclusive environment. Utilize access, participation, and supports. Create high expectations for every child to reach his or her full potential. Establish a system of services and supports. Achieve an integrated professional development system. Part 2: Your Reflective Analysis of Inclusive Practice (5 pages) Based on what you have learned from analyzing the videos as they align with the goals of the Joint Position Statement on Early Childhood Inclusion and the resources in this module, respond to the following: Explain at least 4 insights you gleaned related to supporting and advocating for the dignity, worth, and uniqueness of every child from listening to the family members and the early childhood professionals involved in the lives of Deegan, Samantha, and Drew. Be sure to include examples. Explain at least 4 insights you gleaned about specific quality inclusive practices from listening to these same adults and watching Deegan, Samantha, and Drew. Be sure to include examples. Summarize your philosophy of inclusion, including how it relates to developmentally appropriate, child-centered early childhood settin​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​gs.

 

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In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child`s right to quality education and learning to develop their skills and realize their full potentials. Inclusive early childhood settings are built on a foundation of developmentally appropriate practices and consider individualized approaches that benefit all children. Inclusion can look different in different settings but all inclusive settings have some core features. The key features of quality inclusion include: intentional, sufficient, and supported interactions between peers with and without disabilities; specialized, individualized supports; family involvement; inclusive, interdisciplinary services and collaborative teaming; a focus on critical sociological outcomes; effective, ongoing administrative supports; and ongoing program evaluation.

owever, English instructors are inaccessible external the schools and students need to find dependable data that they can allude to when they experience different issues connected with English. English word references can make up for this shortcoming. In an EFL setting like Korea, where target language input is restricted, a word reference is a priceless reference to the English language. They give students helpful semantic and social data, particularly when instructors are inaccessible and the students are answerable for their own learning (Walz, 1990;). Homstad and Thorson (2000) recommend that inside the open worldview free learning is a significant objective – students are ―expected to be dynamic members in their own learning, to be daring individuals, and to utilize language to make significant communication‖ (p. 9).

The word reference is one apparatus that might end up being useful to language students to measure up to these assumptions. As per Kirkness (2004), the word reference has for quite some time been despite everything is ―an fundamental source, while perhaps not without a doubt the chief source, of data on language for all individuals from educated social orders who could have inquiries on any part of the structure, meaning, as well as utilization of a word or words in their own or in another language‖ (p. 54). Asher (1999) sees word reference use as a ―gateway to free learning‖ (p. 66) – a significant fundamental ability close by such things as proficiency in data and correspondences innovation (ICT) and the utilization of number crunchers. Chambers (1999) likewise sees word reference use as a fundamental ability that requires practice and possibly prompts more noteworthy semantic capability. Chambers is certain about the expanded student independence that admittance to a word reference brings. Understudies never again need to rely upon memory. They presently have an open door to be innovative, inventive and more trial with language, and are as of now not dependent on inquiring as to whether they don’t have a clue about a word. Horsfall (1997) keeps: A word reference can assist understudies with both the least complex issues and with the most troublesome. It can uncover misinterpretations, since it is a confidential check for a student on a word … [thereby becoming] a positive inspiration and certainty developer, showing the student that he/she can continue without the educator. It is both a showing help and a learning help. (p. 7).

Up to now, a lot of examination has zeroed in on the connection between vagueness resistance or hazard taking and unknown dialect learning accomplishment overall. Despite the fact that, there has been no exploration to date straightforwardly examining the connection between EFL students’ uncertainty resilience and hazard taking and their jargon review. In this sense, the current review meant to add to the connected writing regarding the effect of uncertainty resilience and chance taking on jargon review and effectively filled a hole in the writing.

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