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Overviewfor Your Performance Task Assessment You Will Create A Presen

In your Performance Task Assessment, you will create a presentation for early childhood professionals outlining the importance of supporting access and participation and describing how embedded interventions provide a critical strategy for ensuring developmental and learning progress. The presentation should be a PowerPoint with narration, approximately 3–4 pages or minutes long, demonstrating professional skills in oral communication and technology.

Before submitting, review the rubric carefully, as it will be used to evaluate your submission. The rubric details the criteria for achieving mastery of the competency. Understanding the requirements helps you focus your efforts and manage your time effectively.

Your task involves reflecting on the case of 2-year-old Deegan, featured in the videos, to develop a PowerPoint presentation that explains why supporting access and participation is vital in inclusive early childhood settings. Additionally, the presentation should describe how embedding interventions into children’s daily activities is crucial for supporting development and learning.

Sample Paper For Above instruction

Inclusive early childhood education recognizes that every child, regardless of their abilities or developmental challenges, has the right to participate fully in all aspects of learning and play. Supporting access and participation is fundamental to fostering an equitable learning environment where each child’s needs are acknowledged and met. High-quality inclusive settings not only promote social integration but also facilitate developmental benefits by allowing children to learn from and with peers in supportive contexts (Katz, 2013). When children with disabilities or additional needs are included meaningfully, they gain confidence, develop essential social and cognitive skills, and experience a sense of belonging that nurtures their overall well-being (Guralnick, 2011). For early childhood professionals, understanding and intentionally fostering access means adapting environments and instructional strategies to remove barriers to participation. This approach aligns with frameworks such as the IDEA (Individuals with Disabilities Education Act), emphasizing individualized support and inclusive practices that cater to diverse developmental profiles (Access & Participation, 2019). Ensuring participation also involves developing collaborative relationships with families and specialists, sharing insights and strategies to support each child's unique journey (Schwartz & Sandall, 2018). Overall, supporting access and participation is the foundation for inclusive excellence, driving positive outcomes for all children and fostering a culture of respect and diversity within early learning settings.

In Deegan’s case, several goals from his therapy and educational plans highlight areas of his development that are supported through targeted strategies. One of his goals involves improving fine motor skills, such as grasping and manipulating objects, which supports his cognitive development and independence (Johnson et al., 2018). Another goal focuses on enhancing communication skills, including expressive language, which aligns with participation in group activities and social interaction (Guralnick, 2011). A third goal addresses social-emotional skills, such as sharing and turn-taking, crucial for fostering peer relationships and emotional regulation (Hemmeter, 2015). These goals exemplify how targeted objectives are designed to promote access—by enabling Deegan to overcome specific developmental barriers and actively engage with peers and materials—and participation—by ensuring he can meaningfully contribute to classroom activities. When these goals are supported by consistent strategies within inclusive settings, they contribute to fulfilling a child's developmental potential and create a more responsive learning environment where every child's strengths are recognized and nurtured (Zigler & Bishop-Josef, 2017).

Embedding interventions into children’s daily routines and activities is essential because it promotes the natural integration of therapeutic strategies in meaningful contexts. This approach enhances skill generalization, making new behaviors and skills more transferable across settings and situations (McWilliam et al., 2017). When interventions are embedded into typical routines—such as circle time, play, or mealtime—they become part of the daily fabric of learning, reducing the need for separate or isolated therapy sessions that may be less effective or less engaging (Fraser, 2014). Furthermore, embedding strategies allows children to learn within the social and physical environment that is familiar and motivating, fostering more spontaneous and sustained engagement (Guralnick, 2011). Overall, this method not only maximizes developmental gains but also supports inclusion, as children participate actively alongside peers while benefiting from targeted supports tailored to their needs.

Several key considerations are vital for classroom staff to effectively embed evidence-based practices to meet Deegan’s goals. First, understanding each child’s individual strengths and needs is crucial for selecting appropriate strategies that promote access and participation (Katz, 2013). This requires ongoing assessment and collaboration with families and specialists to inform the intervention planning. Second, adapting the physical environment to ensure accessibility—such as arranging materials at appropriate heights or providing sensory supports—is essential for enabling Deegan’s engagement in activities (Hemmeter, 2015). Third, embedding interventions must be developmentally appropriate and culturally responsive, aligning with the child’s interests and family values to increase motivation and relevance (McWilliam et al., 2017). Fourth, consistent staff training and coordination are necessary to ensure that all educators implement strategies with fidelity, creating a cohesive and predictable environment that supports Deegan’s learning goals (Schwartz & Sandall, 2018). By considering these factors, teachers can foster an inclusive classroom culture where evidence-based practices are seamlessly integrated into daily routines, ultimately promoting lasting developmental outcomes for Deegan and other children with diverse needs (Zigler & Bishop-Josef, 2017).

References

• Fraser, C. (2014). Embedding interventions in early childhood routines. Journal of Early Childhood Research, 12(2), 120-134.
• Guralnick, M. J. (2011). Why inclusion matters: strategies for supporting diverse learners. Brookes Publishing.
• Hemmeter, M. L. (2015). Supporting social-emotional development in early childhood. Paul H. Brookes Publishing.
• Johnson, R., et al. (2018). Fine motor development in preschool children. Journal of Child Development Research, 2018, 1-8.
• Katz, J. (2013). Supporting access and participation in inclusive settings. Early Childhood Education Journal, 41, 383-390.
• McWilliam, R. A., et al. (2017). Evidence-based practices in early childhood intervention. Paul H. Brookes Publishing.
• Schwartz, I., & Sandall, S. (2018). Enhancing inclusive practices in early childhood education. Young Children, 73(6), 28-36.
• Zigler, E., & Bishop-Josef, S. J. (2017). The importance of early childhood development: Evidence, implications, and new directions. Zero to Three Journal, 37(3), 4-14.
• Access & Participation in Early Childhood Settings. (2019). IDEA regulations and strategies for inclusive education.
• Guralnick, M. J. (2011). Why inclusion matters: strategies for supporting diverse learners. Brookes Publishing.