Exceptionality Resource File

The student will demonstrate an understanding of assessment’s goals, benefits, and uses, including its use in developing appropriate goals, curriculum, and teaching strategies for young children (Standard 3a).

The IFSP encompasses specific and measurable goals to track the child’s progress and outlines early intervention services, their location, timing, and financial responsibilities. A designated service coordinator ensures smooth communication and coordination between all involved parties. As the child ages 3, the IFSP includes a transition plan to ensure continuity of care and support as the child transitions to a new educational setting (Waters & Friesen, 2019).

The student will demonstrate knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology or assistive devices, by describing accommodations for young children with the selected exceptionality.

(Standard 4b).

1.      Flexible Classroom Seating: Children can be provided flexible seating arrangements to choose seating options that suit their comfort and mobility needs.

2.      Providing the child with short breaks during classroom activities can help manage fatigue and provide opportunities for stretching or movement.

3.      Assigning a “buddy” within the class who is aware of the child’s condition and accepts them can promote a supportive and inclusive environment (Cole et al., 2021).

Disability Specific Accommodations

4.      Regular physical therapy sessions can be integrated into the child’s school schedule to support their physical development and enhance mobility.

5.      Providing the child with adaptive equipment like specialized writing tools, modified keyboards, or mobility aids can help them actively participate in educational activities (Badawy et al., 2020).

Optional

Assistive device with a photo and a description of how the child uses it. 

Use of smart walker equipped with sensors and navigation technology. The smart walker assists the child in maintaining balance and mobility. It detects obstacles in the child’s path and automatically adjusts its speed to match the child’s pace (Coronado et al., 2023). The walker can be controlled via a user-friendly interface, allowing the child to easily maneuver it. It also has a tracking system that monitors the child’s movements and progress. The accommodation empowers the child to navigate their environment more independently and confidently participate in various activities.

The student will know about and uphold ethical standards and other early childhood professional guidelines by discussing ethical standards from the

P-12 Code of Ethics and/or National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct(Standard 6b).

Principle 1.1 of the NAEYC Code of Ethical Conduct emphasizes an educator’s ethical responsibility to children. It ensures that all decisions and actions prioritize the children’s well-being, safety, and development in their care. Educators must create a nurturing and inclusive environment that supports each child’s growth and learning (NAEYC, 2019).

 Example:

An educator upholding Principle 1.1 would ensure all children have equal access to learning opportunities and experiences in the classroom. For instance, if the class engages in a physical education activity that encompasses running and jumping, the educator would make the necessary modifications to accommodate the child with a locomotor disability. The educator may allow the child to participate using assistive devices like crutches or allow them to perform alternative exercises that cater to their abilities. The educator would also actively involve the child in group activities and encourage peer interactions to foster a sense of belonging and social integration.

Optional:

Example of how an educator might violate the selected standard.

If an educator excludes a child with a locomotor disability from physical activities without considering reasonable modifications or adjustments, it would be a violation of Principle 1.1 of NAEYC’s Code of Ethical Conduct

The student will understand how to support and engage families and communities through respectful, reciprocal relationships by using community programs or organizations that provide resources and services for children with specific disabilities and their families (Standard 2b). 

Website: https://unitedspinal.org/

Name: National Organization on Disability (NOD)

Website: https://www.nod.org/

Optional:

Discuss how the groups or organizations you chose offer services to families with low-income levels.

The United Spinal Association and the National Organization on Disability offer programs and services that provide financial aid or scholarship options for families with limited financial means to access their services and resources. They often partner with local community organizations and government agencies to support and advocate for families facing financial challenges due to the costs associated with locomotor disability care.

The student will demonstrate how to engage in informed advocacy for young children and the early childhood profession by providing information about community programs or organizations that advocate and support children with specific disabilities and their families (Standard 6e). 

Mission Statement: “Empower and advocate for people with SCI/D and all wheelchair users to achieve their highest quality of life.”

Name: National Organization on Disability (NOD)

Mission: “To break down the barriers fencing people off from the wider community focusing on eliminating most wasteful and isolating of all those barriers.”

Optional:

Outline how the organization advocates for children and their families with your chosen disability.

NOD create job opportunities for individuals with disabilities, ensuring that they can achieve economic independence and contribute to society. NOD’s initiatives also promote accessibility and accommodations in workplaces and advocate for policies that protect the rights of individuals with disabilities in the workforce.

The United Spinal Association advocates providing a comprehensive support network and resources to individuals and families to navigate the challenges of living with spinal cord injuries and disorders.

The student will demonstrate knowledge and understanding of diverse family and community characteristics by researching current treatments, therapies, and possible cures for a disability (Standard 2a). 

·                    Adaptive Sports Programs:

·                    Employment Assistance

·                    Accessible Housing Resources

National Organization on Disability (NOD)

·                    Corporate Partnerships for Inclusive Hiring

·                    Disability Employment Awareness Training

·                    Career Mentoring and Guidance