Overview
For this Written Response Assessment, you will respond to a series of prompts related to environments and strategies that support quality inclusion for young children.
Professional Skill: Written Communication is assessed in this Competency.
Submission Length: 6 prompts with responses ranging from 1–3 paragraphs in length.
Instructions
To complete this Assessment:
- Download the Written Response Submission Form, which includes the Rubric for this Assessment. Complete the form using the criteria presented in the Rubric.
IP4003: Environments That Support Quality Inclusion for Young Children: Explain components and practices of high-quality inclusive environments supportive of young children’s access and participation.
Written Response Submission Form
Your Name: First and last
Your Email Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses.
Topic 1: Creating Environments That Support Access and Participation
Item 1
A family with a child who has limited mobility enrolls in your early childhood program. Explain three ways you will change/adapt the environment to ensure access and participation for this child. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Environments That Facilitate Access and Participation |
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Explain three ways you will change/adapt the environment to ensure access and participation for every child. LO1: Explain design factors foundational to ensuring access and participation for each and every child. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 2
Indoor and outdoor environments require early childhood teachers to consider different factors when striving to ensure that every child can fully access the environment and participate in meaningful ways. Explain three design factors that are important to consider in order to support access and participation for children with limited mobility in high-quality inclusive outdoor environments. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Environments That Facilitate Access and Participation |
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Explain three design factors which are important to consider in order to support access and participation for children with limited mobility in high-quality inclusive outdoor environments. LO2: Explain design factors that support access and participation for children with limited mobility in high-quality inclusive outdoor environments. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 3
You are a teacher in a fully inclusive early childhood program that serves children with varied strengths and areas of challenge. Your program also practices the principles of Universal Design for Learning (UDL), i.e., your classroom provides children with multiple means of representation, multiple means of action and expression, and multiple means of engagement. Share one example for each principle that demonstrates how you will use the principles of UDL to help ensure equity, i.e., access and participation, in your classroom. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 1: Environments That Facilitate Access and Participation |
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Share one example for each principle that demonstrates how you will use the principles of UDL to help ensure equity, i.e., access and participation, in your classroom. LO3: Explain how to use UDL principles to ensure equitable access and participation in the early childhood settings. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 4
Accommodations, modifications, and adaptations are essential inclusive practices that represent changes to the environment, teaching practices, and materials. Explain how these practices play a key role in supporting each child's access and full participation. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Accommodations, Modifications, and Adaptations |
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Explain how these practices play a key role in supporting each child's access and full participation. LO1: Explain how accommodations, adaptations, and modifications ensure high-quality inclusive education for young children. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 5
You are a teacher at Children Come First Preschool and have noticed that one of the 4-year-olds, Clara, seems to be having a difficult time sitting during morning meetings. During lunchtimes, Clara also appears to have a hard time sitting in her chair while she eats and visits without balancing the chair on alternate legs. An occupational therapist who consults with the school suggests having Clara try sitting on a pillow filled with air during these periods of time, explaining that this will give Clara “extra feedback” while sitting, and allows some safe wiggle space. Another staff member observes this accommodation and comments, “I think it’s more important to teach Clara to sit still than to give her a pillow.” Considering what you have learned about the importance of accommodating individual needs of children within classroom communities, write a brief response explaining why it is vital to accommodate individual children’s needs within your classroom community and at Children Come First. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Accommodations, Modifications, and Adaptations |
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Considering what you have learned about the importance of accommodating individual needs of children within classroom communities, write a brief response explaining why it is vital to accommodate individual children’s needs within your classroom community and at Children Come First. LO2: Defend accommodating individual children’s needs within inclusive early childhood classroom communities. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
Item 6
Technology can be an effective tool in supporting access and participation for children with additional needs. Explain two examples of how technology can be used as an adaptation, modification, or accommodation to support young children’s healthy learning and development in high-quality inclusive early childhood settings. (1–2 paragraphs)
Your Response
Enter your response here.
Rubric
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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Topic 2: Accommodations, Modifications, and Adaptations |
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Explain two examples of how technology can be used as an adaptation, modification, or accommodation to support young children’s healthy learning and development in high-quality inclusive early childhood settings. LO3: Explain how technology can be used as an adaptation, modification, or accommodation to support young children’s healthy learning and development in high-quality inclusive early childhood settings. |
Response is missing. |
Response is vague, inaccurate, and/or incomplete. |
Response is clear, accurate, and complete. |
References
Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below :
· Allen, K. E., & Cowdery, G. E. (2015). The exceptional child: Inclusion in early childhood education (8th ed.). Boston, MA: Cengage Learning.
Mastery Rubric
In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.
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MASTERY RUBRIC |
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Exceeds Expectations: Analyzes Sources to Make Informed Conclusions |
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LO1: Analyze multiple, relevant sources to explain principles and concepts related to high-quality inclusive early childhood environments. |
Responses to the items use information from multiple, relevant sources to demonstrate a thorough understanding of components and practices of high-quality inclusive environments supportive of young children’s access and participation. · Yes · No |
The faculty Assessor will provide feedback on the following Professional Skill: Written Communication. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to score the content of the Assessment. Review the rubric, and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach so he or she can work with you to further develop this important professional skill.
It is highly recommended that you use this opportunity to practice the skills of Written Communication in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.
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Written Communication: Write with clarity, coherence, and purpose |
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0 Not Present |
1 Needs Improvement |
2 Meets Expectations |
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LO9: Use appropriate tone and vocabulary for a given audience. (Awe 3; Awareness of audience and discipline) |
Vocabulary and tone are inappropriate for the audience. |
Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas. |
Vocabulary and tone communicate key concepts that are appropriate for the audience. |
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LO10: Apply APA formatting and style guidelines. (Awe 3 awareness of audience and discipline and credit to source) |
APA formatting and style are not present. |
Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity. |
Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity. |
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