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Standard 1 Rationale

Name: Carson Hope Program: Early Childhood Special Education

Name of Artifact: Collection of Disability Handouts – Traumatic Brain Injures; Sensory Sensitivity in
Infants and Toddlers; Myths vs. Facts of Attention Deficit Hyperactivity Disorder

Artifact Source: ECS 103 – Introduction to Teaching Inclusive Early Childhood Special Education;
ECS 304 – Supporting the Development of Infants, Toddlers, and their Families in Natural
Environments; SED 360 – Teaching Children with Learning and Behavior Problems in the Regular
Classroom

Instructor Who Originally Evaluated Artifact: Dr. Allison Jackson; Dr. Christine Spence; Dr. Kevin
Good

Introduction to Standard Addressed

Common Core Teaching Standard 1


CCTS Standard 1 addresses learner development. The standard states: “the teacher understands how
students learn and develop, recognizing that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.” In other words, this
means the teacher has a knowledge for child development as well as understanding of the different
learning styles and how children acquire knowledge. Furthermore, the teacher has competency
planning lessons based on child development and the variety of learning styles, and designs lessons to
meet the needs of all students and challenge each individual. Indicator 1(h) states that the teacher
“respects learner’s differing strengths and needs and is committed to using this information to
further each learner’s development.” This places importance on understanding how each student
learns and what their strengths and support needs. After identifying needs, educators must use this
knowledge to guide group and individual instruction.
Council for Exceptional Children Division of Early Childhood Standard 1
CEC-DEC Standard 1 addresses learner development and individual learning differences. The
standard states: “beginning special education professionals understand how exceptionalities may
interact with development and learning and use this knowledge to provide meaningful and
challenging learning experiences for individuals with exceptionalities.” In other words, early
childhood special educators must understand how disabilities effect child development and learning
acquisition and plan lessons that every student, including exceptional children, can succeed with but
also be challenged at the appropriate level. Knowledge indicator K1.3 states that early childhood
special educations must have awareness of “specific disabilities, including the etiology,
characteristics, and classification of common disabilities in infants and young children, and specific
implications for development and learning in the first years of life.” Knowledge indicator K1.4.
continues this when it states that early childhood special educators must have knowledge of “Impact
of medical conditions and related care on development and learning.” Special educators can use this
awareness of specific disabilities and medical conditions to connect strategies for instruction and
support that are effective in working with many individuals with a particular diagnosis.

Introduction of Artifact

These handouts were developed in three different classes and discuss specific conditions that affect
the development of young children. The traumatic brain injury handout was developed in ECS 103.
Each student in ECS 103 developed a handout on a different disability, and each share with the class.
Students developed short presentations to share important information as well as potential strategies
with the class. The sensory sensitivity handout was developed in ECS 304 and had a similar process,
except the presentation in ECS 304 was much more comprehensive and included activities for the
class to participate in. The presentations in ECS 304 were focused on how early intervention
providers can work with an infant or toddler experiencing the described condition. The attention
deficit hyperactivity disorder (ADHD) myth vs. fact handout was an in class activity in SED 360 that
was done after doing a small group “Quest into ADHD” project. This handout could be useful for
teachers as well as family members as it defuncts some common myths about ADHD.

Rationale

In creating each of these three handouts, I learned about learner development in different ways. For
example, I learned that if I student I had before their traumatic brain injury comes back into my
classroom, they may lack memory of prior events or information learned, they will probably exhibit
different behaviors than before their injury, and they will likely have trouble focusing. My handout
also states that before coming back to school, “an initial readiness assessment is required” and then
plans will be developed for the student’s school re-entry. My handout on sensory sensitivity in infants
and toddlers explains that “feeding, response to touch, and response to environment” are all impacted
by sensory sensitivities (hypersensitivity or hyposensitivity) and lists possible materials and assistive
devices that could benefit the child, which as an early childhood special educator in early intervention
I could suggest to the family or bring in to a home visit. The ADHD handout I developed provides
educators with strategies for supporting students with ADHD in the classroom such as “ensuring
consistent routines, enforcing clear rules, [and] providing support when transitioning between
activities.” By creating this collection of fact sheets, I have researched several different types of
disabilities and learning specific information on each and I have also learned strategies to support the
strengths of learners in each of the potential areas I can teach upon completing my program (early
intervention, special education for ages three to five, and K-3 education).

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