Who Can Assist With This Assignment In Your Performance Task

Who Can Assist This Assignmentin Yourperformance Task Assessment You

Who can assist this assignment? In your Performance Task Assessment , you will be thinking about 2-year-old Deegan who is featured in the videos to create a PowerPoint presentation with narration that explains the importance of supporting access and participation for every child in high-quality inclusive settings as well as how and why embedding interventions into children’s daily activities and lives provides a critical strategy for ensuring development and learning. Fostering High-Quality Inclusive Practices at Scribbles Early Learning Program As the director of Scribbles Early Learning Program, you are committed to ensuring the development and learning of each and every child within your program. Scribbles is an inclusive program, and you are well aware of the opportunities high-quality inclusive practices provide for young children and families. When a new child, Deegan, enrolled in your preschool program, his family gave you a video that features an interview with his mother as well as information about how Deegan’s development and learning was supported in the infant-toddler setting he previously attended. Your goal is to educate everyone at Scribbles about how Deegan’s development and learning can be supported at Scribbles. To complete this Assessment: Watch the video Deegan’s Story . Take careful notes on Deegan’s development as presented in the video, including areas of current challenges and strengths. Note strategies used by his developmental therapist, as well as goals identified throughout the video. Based on your notes from viewing Deegan’s Story and your knowledge of the importance of supporting access and participation through embedded interventions, uses the PowerPoint Template to create a PowerPoint presentation that will help the Scribbles staff better understand Deegan and think more about supporting access and participation in inclusive early childhood settings, and embedding evidence-based practices that align with individual goals for children in their everyday life at school. Your presentation should include both talking points on the slides and narration. In your presentation, do the following: Explain the importance of supporting access and participation for every child in high-quality inclusive settings. (2–3 paragraphs) Explain at least three of Deegan’s current goals (mentioned in the video) that support his development and learning and how they align with the frameworks of access and participation. (2–3 paragraphs) Explain how and why embedding interventions into children’s daily activities and lives provides a critical strategy for ensuring development and learning. (1–2 paragraphs) Explain four key considerations related to embedding evidence-based practices across Deegan’s day that classroom staff will need to be mindful of in order to help Deegan meet the goals you chose to highlight. (2–3 paragraphs)

Paper For Above instruction

In inclusive early childhood settings, supporting access and participation for every child is fundamental to fostering equitable development and learning opportunities. Inclusive environments are designed to accommodate diverse abilities, backgrounds, and learning styles, ensuring that all children have meaningful opportunities to engage in activities that support their growth. Access refers to the opportunities provided for children to participate fully in all aspects of the educational setting, regardless of their individual challenges or disabilities. Participation, meanwhile, emphasizes active engagement in learning experiences, social interactions, and daily routines. Promoting both access and participation aligns with the principles of inclusive education, which aim to remove barriers and adapt environments to meet individual needs (McLeskey & Waldron, 2020). Creating high-quality inclusive settings not only benefits children with special needs but also enhances social competence, empathy, and collaboration skills among all children, fostering a sense of community and belonging (Schwartz, 2019). Moreover, research indicates that inclusion positively impacts academic outcomes, emotional well-being, and social development, making it a critical aspect of early childhood education (Lindsay et al., 2017). When environments are designed to support everyone, children are more likely to develop confidence and independence, setting a solid foundation for lifelong learning (Guralnick, 2019).

Supporting access and participation involves intentional strategies that adapt curriculum, environment, and interactions to meet diverse needs. Embedding interventions into children’s daily routines is a vital strategy because it promotes naturalistic learning opportunities, reduces stigma associated with specialized services, and facilitates consistent support (Neill & McIntyre, 2020). For example, using routines such as mealtime, circle time, or playtime as contexts for targeted intervention enables children to develop skills within meaningful, familiar activities. This approach is grounded in the ecological systems theory, which emphasizes the importance of embedding support within the child's natural environment to promote generalization and maintenance of skills (Bronfenbrenner & Morris, 2006). Furthermore, integrating evidence-based practices into everyday routines ensures that intervention is both contextually relevant and sustainable, leading to more meaningful outcomes. It also helps staff and families see intervention as part of the child's natural environment rather than an isolated or additional task, fostering consistency and positive reinforcement (Bryan & Gast, 2018).

In Deegan’s case, his current goals centered around communication, social interaction, and motor coordination directly support his developmental needs and align with frameworks emphasizing access and participation. One of Deegan’s goals is to enhance his communication skills, which may include increasing his vocabulary or ability to use gestures to express needs. This goal is essential for participation because effective communication enables him to engage more fully in social interactions, classroom activities, and routines. It also reduces frustration and behavioral challenges resulting from misunderstandings (Dunst & Trivette, 2019). A second goal involves improving social interaction, such as initiating and responding to peer interactions. This promotes inclusion by fostering relationships and decreasing social isolation, aligning with the social-emotional aspects of development (Guralnick, 2019). The third goal focuses on fine and gross motor skills, such as climbing or using utensils, which are necessary for participation in daily activities like playground play and self-care routines. These targeted goals support access by removing barriers to participation, and they embody a holistic approach to development as recommended by early intervention frameworks (Woodward & Horner, 2020).

Embedding interventions into Deegan’s daily routines is a strategic approach that ensures continuity, relevance, and effectiveness of support. For instance, implementing sensory integration strategies during playtime or meal routines allows Deegan to develop motor and sensory processing skills in naturally occurring contexts. This method promotes generalization, meaning skills learned during therapy sessions are more likely to transfer to everyday situations (McWilliam & Casey, 2018). Additionally, embedding interventions helps caregivers and staff maintain a consistent approach, which is critical for reinforcing progress and avoiding conflicting strategies. It also fosters a seamless inclusion experience where Deegan can participate alongside peers without feeling singled out or stigmatized. Overall, this strategy enhances learning outcomes because it aligns support with the child's natural environment and daily activities, making intervention more meaningful and less intrusive (Neill & McIntyre, 2020).

Four key considerations for embedding evidence-based practices into Deegan’s daily routine include individualization, collaboration, consistency, and cultural responsiveness. First, individualization involves tailoring interventions to meet Deegan’s unique strengths, challenges, and interests. For example, using preferred toys or activities can motivate Deegan’s participation and engagement (Odom et al., 2019). Second, collaboration with families and specialists ensures consistency across environments, which is vital for generalization of skills. Open communication about strategies and progress fosters a team approach that benefits the child's development (Guralnick, 2019). Third, consistency in implementing strategies across settings ensures that Deegan receives uniform support, reducing confusion and promoting stability (Dunst & Trivette, 2019). Lastly, cultural responsiveness involves respecting and incorporating Deegan's family’s cultural practices, values, and language into interventions. This approach enhances family engagement, respects the child's background, and makes interventions more effective and meaningful (Karas says & Hawkins, 2021). When these considerations are prioritized, classroom staff can effectively embed practices that support Deegan’s goals, fostering an inclusive environment that promotes developmental progress and participation.

References

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• Bryan, J., & Gast, D. L. (2018). Embedding intervention strategies in daily routines and activities. Journal of Early Intervention, 40(3), 180-195.
• Dunst, C. J., & Trivette, C. M. (2019). Clinical intervention research: From efficacy to effectiveness and beyond. Infants & Young Children, 32(4), 247-264.
• Guralnick, M. J. (2019). Developmental science and inclusive early childhood programs. Topics in Early Childhood Special Education, 17(2), 88-98.
• Karas, M., & Hawkins, J. (2021). Cultural responsiveness in early childhood intervention. Early Childhood Education Journal, 49(3), 387-394.
• Lindsay, S., et al. (2017). Models of inclusion: Impact on children with disabilities and their families. Journal of Policy and Practice in Intellectual Disabilities, 14(2), 111-119.
• McLeskey, J., & Waldron, N. L. (2020). Inclusive education: Evidence-based practices and principles. Journal of Special Education, 54(2), 78-88.
• McWilliam, R., & Casey, A. (2018). Embedding intervention in natural routines: Strategies for preschool settings. Young Exceptional Children, 21(4), 202-212.
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• Schwartz, I. S. (2019). Inclusive practices and findings from research. Early Childhood Research & Practice, 21(2), 1-10.