Assessment 3: Case Study on Inclusive Practices for Children with Exceptional Needs

Instructors in early childhood education programs emphasize the need for practical application of inclusion concepts. This assessment requires students to analyze a provided case study of a young child with special needs. The focus lies on developing strategies that incorporate Universal Design for Learning, Individualized Education Programs, and family involvement to support the child’s development.

Assessment Instructions

Review the case study scenario distributed in class, which describes a preschool-aged child with identified exceptionalities. Write a 500- to 700-word analysis that addresses how to apply inclusion principles in the classroom. Outline specific UDL techniques to adapt activities for accessibility. Propose key elements for an IEP, including measurable goals aligned with the child’s needs. Discuss approaches to collaborate with the family, such as regular meetings and shared decision-making, to ensure consistent support across home and school environments.

Structure the response with an introduction summarizing the case, body paragraphs detailing UDL, IEP, and family collaboration, and a conclusion reflecting on the overall impact of these practices on child outcomes.

Submission Details

• Support your analysis with at least three references from course readings or external sources.
• Format the paper in APA style, including in-text citations and a reference list.
• Upload the document to the online platform by the specified due date.

Marking Criteria

1. Analysis of Case (30 points): Demonstrates clear understanding of the child’s needs and relevant inclusion concepts.
2. Application of UDL and IEP (35 points): Provides practical strategies and goals with ties to NAEYC standards.
3. Family Collaboration (20 points): Describes effective methods for partnership and their benefits.
4. Writing and APA (15 points): Shows logical organization, clear expression, and proper formatting.

Total: 100 points

Case studies highlight real-world applications of inclusion in early childhood settings. Educators adapt lessons using UDL by offering choices in materials, like visual or tactile options for a child with sensory needs. Families participate through IEP meetings to align goals with home routines.

Bagnato, S.J., McKeating-Esterle, E. and Fevola, A., 2020. Linking authentic assessment and early childhood intervention: Best measures for best practices. Baltimore: Paul H. Brookes Publishing. Available at: https://brookespublishing.com/product/linking-authentic-assessment-and-early-childhood-intervention/.

Cook, R.E., Klein, M.D. and Chen, D., 2019. Adapting early childhood curricula for children with disabilities and special needs. 10th ed. New York: Pearson. Available at: https://www.pearson.com/us/higher-education/program/Cook-Adapting-Early-Childhood-Curricula-for-Children-with-Disabilities-and-Special-Needs-10th-Edition/PGM100003.html.

Gargiulo, R.M. and Kilgo, J.L., 2022. An introduction to young children with special needs: Birth through age eight. 6th ed. Thousand Oaks: Sage Publications. DOI: 10.4135/9781544322049. Available at: https://us.sagepub.com/en-us/nam/an-introduction-to-young-children-with-special-needs/book259961.

Recchia, S.L. and Lee, Y.J., 2018. Inclusion in the early childhood classroom: What makes a difference? New York: Teachers College Press. Available at: https://www.tcpress.com/inclusion-in-the-early-childhood-classroom-9780807754009.