Last week, you revised your Week 1 slides and added new content before completing a recording of your presentation. This week, you will continue to work on your Supporting Atypical Development presentation by adding new slides related to supporting children who may be experiencing a delay or disability related to hearing, vision, and language. This week, you will not be recording the assignment.
To prepare for your assignment,
Read Chapter 6: Sensory Impairments: Hearing and Vision
Review Chapter 16: Facilitating Speech, Language, and Communication Skills
Review the ECD201 Week 3 Supporting Atypical Development Part 3Links to an external site. tutorial.
Locate and open the Supporting Atypical Development Download Supporting Atypical Developmenttemplate you completed in Week 2.
In your assignment, create a 10-slide PowerPoint presentation that includes the following:
Revise your seven slides from Week 2 based on feedback from your instructor.
Discuss indicators of hearing loss and how it impacts development across domains (one slide).
Discuss indicators of vision loss and how it impacts development across domains (one slide).
Discuss indicators of language delay and how it impacts development across domains (one slide).
Expand on the main ideas for each topic in the slide notes.
The Supporting Atypical Development Part 3 presentation
Must be 10 slides in length and formatted according to the Supporting Atypical Development template.
Must utilize academic voice. See the Academic VoiceLinks to an external site. resource for additional guidance.
Must use at least two scholarly sources in addition to the course text. These scholarly resources should be different than the sources used last week.
The Scholarly, Peer-Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, view the Quick and Easy Library ResearchLinks to an external site. tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
Must follow APA StyleLinks to an external site. as outlined in the Writing Center.
ECD201SupportingAtypicalDevelopmentTemplate-..pptx
Supporting Atypical Development
Name:
Date:
Instructor:
Screencast-O-Matic Link:
1
Introduction
Purpose: Equip educators with strategies for inclusive classrooms.
Importance: Ensure all children have equal learning opportunities.
Empowerment: Provide tools for celebrating diversity and supporting every child.
The purpose of this presentation is to provide educators with strategies and best practices for creating inclusive classroom settings that support the unique needs of children who are developing atypically. By fostering an inclusive learning environment, we can ensure that all children, regardless of their developmental abilities or challenges, have equal opportunities to learn, grow, and thrive. This presentation will equip teachers with the knowledge and tools necessary to facilitate an inclusive classroom that celebrates diversity and empowers every child to reach their full potential.
2
Inclusive Settings: Five Ways to Create Inclusive Classroom Settings
Embrace Diversity and Promote Acceptance
Adapt Teaching Strategies and Curriculum
Collaborate with Specialists and Families
Creating an inclusive classroom environment that supports children with atypical development is a collaborative effort that requires a multifaceted approach. First and foremost, it is crucial to embrace diversity and promote acceptance within the classroom. This involves fostering an atmosphere of respect, empathy, and celebration of each individual’s unique strengths, abilities, and differences (Ali et al., 2018). Teachers should encourage open discussions about diversity and model inclusive behavior through their actions and language. By doing so, children learn to appreciate and value the richness that diversity brings to their learning experience.
Moreover, adapting teaching strategies and curriculum is essential to accommodate the varying learning styles and abilities of all students. Teachers must recognize that every child learns differently and tailor their instructional approaches accordingly. Incorporating multisensory techniques, visual aids, and hands-on activities can effectively engage diverse learners (Kurth & Forber‐Pratt, 2017). Differentiating instruction by providing varying levels of support, modifying tasks, and offering alternative means of expression further ensures that every child’s needs are met. Regular assessment and adjustment of teaching methods are necessary to address the evolving needs of students in an inclusive classroom.
In addition to these strategies, collaboration with specialists and families plays a pivotal role in supporting children with atypical development. Teachers should work closely with professionals such as occupational therapists, speech-language pathologists, and special education teachers to develop individualized support plans tailored to each child’s unique needs (Kurth & Forber‐Pratt, 2017). Furthermore, actively involving families in the decision-making process and seeking their insights and perspectives can deepen the understanding and support provided for their child’s atypical development.
By embracing diversity, adapting teaching strategies, and collaborating with specialists and families, educators can create an inclusive learning environment that celebrates and nurtures the diverse abilities of all children. This multifaceted approach ensures that every child, regardless of their developmental trajectory, has equal opportunities to learn, grow, and thrive in a supportive and inclusive classroom setting.
3
Inclusive Settings: Ways to Create Inclusive Classroom Settings Cont’nd….
Foster Peer Support and Socialization
Cultivate a Nurturing and Supportive Environment
Fostering peer support and socialization is another key component of creating an inclusive classroom environment. Teachers should actively encourage interactions and socialization opportunities among all children, regardless of their abilities or developmental levels. This can be achieved by facilitating cooperative learning activities, implementing buddy systems, and organizing inclusive play sessions (Ali et al., 2018). Through these activities, children learn to understand, empathize, and develop essential social skills while recognizing and appreciating the diverse abilities of their peers. Moreover, teachers should guide children on how to support and advocate for their classmates with atypical development, fostering a culture of inclusivity and mutual respect.
Cultivating a nurturing and supportive environment is equally crucial for promoting inclusivity. Teachers should strive to create a warm, welcoming, and inclusive classroom atmosphere that celebrates each child’s individuality and fosters a sense of belonging. Establishing clear rules and expectations that promote respect, kindness, and acceptance lays the foundation for a positive and inclusive learning space. Additionally, providing ample opportunities for children to express their thoughts, feelings, and experiences, and actively listening to their perspectives, helps build a supportive community where every voice is valued (Killoran et al., 2013). Offering reassurance, encouragement, and positive reinforcement can boost children’s confidence and self-esteem, further contributing to their overall well-being and development. By fostering peer support and socialization, and cultivating a nurturing and supportive environment, teachers can create a learning space that embraces diversity, promotes understanding, and empowers all children to reach their full potential. These strategies, combined with an inclusive mindset and collaborative approach, lay the groundwork for a truly inclusive educational experience.
4
People-First
1. Emphasizes the person before the disability or condition.
2. Promotes respect, dignity, and individuality.
3. Focuses on abilities rather than limitations.
The use of people-first language is a crucial aspect of creating an inclusive and respectful environment for individuals with disabilities or atypical development. People-first language emphasizes the person before the disability or condition, recognizing that a person is not defined by their disability but rather as a unique individual with inherent worth and dignity (TEDx Talks, 2016). By using people-first language, educators promote respect, individuality, and a positive perspective towards individuals with atypical development. Instead of labeling a child as “autistic” or “disabled,” the focus shifts to acknowledging them as a person first, such as “a child with autism” or “a student with a disability” (Dunn & Andrews, 2015). This subtle but powerful shift in language highlights the person’s humanity and individuality, rather than reducing them to a diagnostic label or condition. Furthermore, people-first language encourages a strengths-based approach by highlighting an individual’s abilities rather than their limitations. Instead of focusing solely on deficits or challenges, educators can emphasize the unique strengths, talents, and potential of each child (Batshaw et al., 2013). This empowering mindset fosters a more positive and inclusive learning environment, where every child is valued, respected, and supported in their journey towards growth and development.
5
Typical and Atypical Development
Typical development: Growth and skill acquisition within expected norms.
Atypical development: Deviations from typical developmental patterns.
Encompasses cognitive, physical, social, and emotional domains.
Typical development refers to the expected patterns of growth and skill acquisition observed in most children as they progress through various developmental stages. It encompasses a range of domains, including cognitive, physical, social, and emotional development (Batshaw et al., 2013). Children who follow these typical developmental trajectories are considered to be developing within the expected norms for their age and cultural context. In contrast, atypical development refers to deviations from these typical patterns of growth and skill acquisition (Dunn & Andrews, 2015). Children with atypical development may exhibit delays, accelerations, or unique trajectories in one or more developmental domains. This can manifest in various ways, such as delays in language acquisition, challenges with social interaction, physical or sensory impairments, or cognitive differences (Keenan et al., 2016). It is important to note that atypical development is not inherently negative or indicative of a lack of ability. Rather, it simply reflects the diverse and unique ways in which individuals can grow and develop. Some children may experience atypical development due to genetic or biological factors, while others may be influenced by environmental or sociocultural factors (Batshaw et al., 2013).
Both typical and atypical development encompass a wide range of cognitive, physical, social, and emotional domains. By understanding and acknowledging these differences, educators can better support and accommodate the diverse needs of all children, fostering an inclusive and nurturing learning environment that celebrates each individual’s unique developmental journey.
6
Developmental Sequences & Milestones
Developmental sequences: Predictable patterns of skill acquisition.
Developmental milestones: Specific skills or abilities achieved at certain ages.
Milestones guide assessment, while sequences inform teaching strategies.
Developmental sequences and milestones are two closely related concepts that provide valuable insights into the patterns of typical child development. Developmental sequences refer to the predictable patterns of skill acquisition that children follow as they grow and develop (Keenan et al., 2016). These sequences outline the typical order in which children acquire specific abilities or skills across various developmental domains, such as language, cognitive, physical, and social-emotional development. On the other hand, developmental milestones are specific skills or abilities that are expected to be achieved by children within a certain age range. These milestones serve as benchmarks that help educators and professionals assess a child’s progress and identify potential developmental delays or areas of concern. Examples of developmental milestones include reaching for objects at around 4 months, walking independently around 12 months, and using simple sentences by 2 years of age (Keenan et al., 2016). Understanding developmental sequences is crucial for educators to design appropriate teaching strategies and learning experiences that align with a child’s current developmental level and support their progression to the next stage. By recognizing the typical order of skill acquisition, educators can scaffold learning experiences and provide targeted support to facilitate the development of specific abilities. Conversely, developmental milestones are primarily used for assessment purposes (Keenan et al., 2016). They provide a framework for tracking a child’s progress and identifying any significant deviations from typical development. If a child consistently misses or significantly delays reaching certain milestones, it may indicate the need for further evaluation and potential interventions to address any underlying developmental concerns (Dunn & Andrews, 2015). By combining knowledge of developmental sequences and milestones, educators can create inclusive learning environments that are tailored to each child’s unique developmental needs, while also monitoring progress and addressing any areas of concern in a timely and effective manner.
7
Biological & Environmental Factors
Biological factors: Genetic conditions, prenatal exposures, birth complications.
Environmental factors: Nutrition, stimulation, family dynamics, socioeconomic status.
Interplay between biological and environmental factors influences development.
Both biological and environmental factors can significantly impact an infant’s or young child’s developmental trajectory, potentially leading to atypical development or increased developmental risks. Understanding these factors is crucial for educators to provide appropriate support and interventions. Biological factors encompass a range of genetic, prenatal, and perinatal influences that can affect a child’s development. Genetic conditions, such as Down syndrome or autism spectrum disorder, can result in atypical developmental patterns (Shonkoff & Phillips, 2000). Prenatal exposures to substances like alcohol or certain medications can also disrupt typical development. Besides, complications during pregnancy or birth, such as premature delivery or birth injuries, can increase the risk of developmental delays or disabilities (Keenan et al., 2016). Environmental factors, on the other hand, refer to the external influences and conditions that shape a child’s development. Adequate nutrition, stimulating environments, and positive family dynamics can foster optimal development, while malnutrition, lack of stimulation, and adverse childhood experiences can hinder typical growth and skill acquisition (Shonkoff & Phillips, 2000). Socioeconomic status, access to healthcare and educational resources, and exposure to environmental toxins or trauma can also contribute to developmental risks. It is important to recognize that biological and environmental factors do not operate in isolation but rather interact in complex ways to influence a child’s development (Keenan et al., 2016). For instance, a child with a genetic predisposition to a developmental disorder may exhibit more pronounced challenges in an unsupportive environment, while a nurturing and enriching environment can potentially mitigate the effects of certain biological factors (Shonkoff & Phillips, 2000). By understanding the interplay between biological and environmental factors, educators can develop comprehensive strategies to support children at developmental risk. This may involve collaborating with healthcare professionals, providing targeted interventions, adapting learning environments, and working closely with families to address any underlying biological or environmental contributors to atypical development.
8
Indicators of Hearing Loss
Use this slide to discuss indicators of hearing loss and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
STOP HERE UNTIL WEEK 3
*Don’t forget to delete this box when you begin week 3.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
9
Indicators of Vision Loss
Use this slide to discuss indicators of vision loss and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
10
Indicators of Language Delay
Use this slide to discuss indicators of language delay and how it impacts development across domains. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
11
IFSP and IEP Process
Use this slide to explain your role in the IFSP and IEP process. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
STOP HERE UNTIL WEEK 5
*Don’t forget to delete this box when you begin week 5.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
12
Future Support
Use this slide to discuss how you will collaborate with your colleagues to support children who are developing atypically. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
13
Key Takeaways
Use this slide to summarize three key takeaways from your presentation. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
14
Revisions
Use this slide to explain how you revised your presentation throughout the weeks of the course. Delete all the text in this box before you begin your response.
**Be sure to highlight the main ideas on your slide and expand on each idea in the slide notes.
This section is referred to as the slide notes. This is where you want to expand on your ideas by supporting them with research, bringing in examples, and showing what you really know about the topic. In other words, this is where you write your paragraphs of information. On the slides, keep it clean with just bullet points of your main ideas.
15
References
Ali, E. O. E. N. a. N., Ganesan, M. Z., Daud, A., Darusalam, G., & Ali, N. a. B. N. (2018). Critical Issue Teacher Training into Inclusive Education. Advanced Science Letters, 24(7), 5139–5142. https://doi.org/10.1166/asl.2018.11288
Batshaw M. L. Roizen N. J. & Lotrecchiano G. R. (2013). Children with disabilities (7th ed.). Paul H. Brookes Pub.
Dunn, D. S., & Andrews, E. E. (2015). Person-first and identity-first language: Developing psychologists’ cultural competence using disability language. American Psychologist, 70(3), 255–264. https://doi.org/10.1037/a0038636
Keenan, T., Evans, S., & Crowley, K. (2016). An introduction to child development. SAGE Publications Limited.
Killoran, I., Woronko, D., & Zaretsky, H. (2013). Exploring preservice teachers’ attitudes towards inclusion. International Journal of Inclusive Education, 18(4), 427–442. https://doi.org/10.1080/13603116.2013.784367
Kurth, J. A., & Forber‐Pratt, A. J. (2017). Views of inclusive education from the perspectives of preservice and mentor teachers. Inclusion, 5(3), 189–202. https://doi.org/10.1352/2326-6988-5.3.189
Shonkoff, J. P., & Phillips, D. (2000). From neurons to neighborhoods. In National Academies Press eBooks. https://doi.org/10.17226/9824
TEDx Talks. (2016, December 2). How to live a life with a person first perspective | Arielle Zellis | TEDxYeshivaUniversity [Video]. YouTube. https://www.youtube.com/watch?v=QyDMr6YU53s
16
image1.png
Interested in getting help with this assignment?
Get a professional writing team to work on your assignment!
Order Now
Recent postsFor this final assignment, you will prepare a brief paper detailing the steps undertaken to complete a presentation that disseminates information you assemble
Please choose to answer only one of the 2 following questions. Option 1: In your opinion and based on scientific, peer-reviewed published evidence, does child
At the beginning of the previous academic year, the institution announced it would drop football at the conclusion of the season. The announcement created pub
you will review current research in Personality and provide a critical evaluation of that personality research through an annotated bibliography. An annotated
In Module 5, we considered the third in our three-part series on research design. Specifically, the focus was on the longitudinal studies, in which the resear
Need help with a similar or different Task?
We have the best writers to help you. Hire Writer Now
