Reference no: EM133518913

Assignment

Overview

For this Performance Task, you will develop a program handbook that includes evidence-based policies, practices, and advocacy strategies to support high-quality inclusive programming in early childhood settings. Your handbook will also include essential advocacy messages that represent the heart of the services provided.

Length: 3 to 4 pages.

Professional Skill: Written Communication is assessed in this Competency.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

Great Beginnings High-Quality Inclusion Program Handbook Template

High-Quality Inclusion Program Handbook

Scenario:

As the new director of the Great Beginnings childcare center, you are committed to developing staff knowledge related to the importance of high-quality inclusion. You are aware that support for high-quality inclusion within the program will require changes to current policy and practice. You have decided to develop the first draft of a handbook to share with staff that provides information about high-quality, evidence-based inclusive practices as well as advocacy messages that underlie these types of program services. The goal of the first draft of this handbook is to inform discussion, inspire goals, and serve as an advocacy tool.

You've developed the following outline as an overview of what your first draft of the handbook will include, along with research-based sources:

Introduction: High-Quality Inclusion Program Philosophy

Explain the importance of high-quality inclusive practices in programs supporting the development and learning of children with and without disabilities. (2-3 paragraphs)

Section I: Program Policies and Practices Designed to Support High-Quality Inclusive Early Childhood Programs Staff:

1. Provide three examples of the knowledge, skills, and dispositions the staff needs to support high-quality inclusion when working with young children and families. (1-2 sentences each.)

Environment:

2. Explain three program practices that support access for young children within high-quality inclusive early childhood programs. (2-3 sentences each)

3. Explain three program practices that support participation for young children within high-quality inclusive early childhood programs. (2-3 sentences each)

Section II: Collaboration Strategies for High-Quality Inclusive Early Childhood Programs

1. Explain three family collaboration strategies and how these strategies can support high-quality inclusion. (2-3 sentences each)

2. Explain three community collaboration strategies and how these strategies can support high-quality inclusion. (2-3 sentences each)

3. Explain three professional collaboration strategies and how these strategies can support high-quality inclusion. (2-3 sentences each)

Section III: Advocacy Messages Supportive of High-Quality Inclusive Early Childhood Programs and Practices

1. Develop three advocacy messages that promote the importance of high-quality early childhood inclusion programs.