Special Education

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For this Assessment, you will create a PowerPoint Presentation for colleagues in the early childhood field that provides key information on special education services for young children ages 3 through 8, including effective practices for supporting the parents/families of young children with exceptionalities.

Submission Length: 10–15 PowerPoint slides.

the Director asks you to prepare a PowerPoint Presentation for colleagues in your program that explains:

Early Childhood Special Education/School-Age Services for Young Children Ages 3 Through 8
Emotional and Cultural Considerations in Working with Families of Young Children with Exceptionalities
Parents’ Rights and Roles in Special Education Services for Young Children Ages 3 Through 8
Your presentation goal is to explain key information that will help other early childhood professionals support young children with exceptionalities and have greater understanding of the experiences and perspectives of their parents and families.

Sample Solution

Code switching is used in any setting where to languages are being used, commonly by speakers that use tow languages. This is seen more often in a dual classroom setting where students display conversations using both languages through the learning content and using each other’s native language for learning purposes. This is how code switching works in the classroom, the students are learning and acquiring a new language while maintaining a conversation back and forth in both languages and acquiring information through the process. Interestingly enough, this tool is commonly used often in bilingual hispanic students within the English and Spanish languages in order to fill in gaps of comprehension. Research on code switching demonstrates that fluent bilinguals use code switching as they use many other linguistic resources, drawing upon both or all of the codes available to them in a patterned and structured way in order to express their comprehension (Palmer, 2009). In order for this tool to be effective, bilinguals must be able to code switch between languages understanding the rules of grammar and the structure of each language with consistency throughout conversations in any classroom setting.

As previously mentioned, it is common to see bilinguals code switch in classrooms as they develop language acquistion in the target language. How do teachers in the classroom perceive the use of code switching? Again, as stated before teachers and researchers have signaled this tool as a sign of wekaness or lack of proficiency in the target language, believing that students learn a language more fluently if they only use one. Some educators seem to believe that if a student relies too much in their mother tongue, that eventually the acquisition of the second language will not be fully developed while code switching. This is one of the many reasons that educators think this tool should be discouraged in classrooms and make instruction an English only setting in order to have more of a positive setting and a welcoming learning environment. The

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