This semester was my first semester taking any education courses. I did learn a lot about and in the teaching field but because this was my first semester I feel I needed help on a few things. Being this is my first semester I know that I will acquire more information on my way through the teacher-training program. I am very excited and open to learning as much as I can and take in the experiences that are yet to come my way in this journey. One area of needed help would be my nervousness first of all. I don't know how much your program deals with getting students over this.
My service I provided at the site was helping the student’s with different assignments and activities that they was assigned. Nothing disappointed about the my service experience because every questions that I had was answered by observation with the children and my hands on experience with them. I love working with children and it was easy due to the understanding I give them and patience. I love how they should me that my help was appreciated with a smile, hugs, and thanks you. I know that classroom management is big thing and I did take in a many different ideas and ways on how I can provide and promote this, and I would like to obtain more knowledge on how I can be effective in giving the correct discipline when that time comes or if I should have too; so that is something I will have to learn on my own when it comes to children. My career goals haven’t change in the educational dept with my field experience. The only thing I want to do is further my education beyond a bachelor degree to a master’s degree. New skills I learn is not to be afraid to tell the children with explaining how you want thing done in your classroom and what you expect from them with sugar coating words. Self-learning skills are taught to the children from to how write their names, thinking process on activities and how to become independent to solve problems. The were also played an memory strategies to help them rehearsal (mentally repeating information over and over), organization (placing items to be remembered into logical categories), and elaboration (making up imaginary connections when there is no logical link among items).
I enjoyed a lot of my observation because I’ve never had the opportunity to work with children in a classroom setting. I had so much fun working with little kids because they talk and express their ideas in very different ways. The experience was important to me because hands on experience helps me to understand something fully and to gain an understanding on how to apply strategies to help the needs with children so they can become successful in learning skills. I connected everything I learned to my long terms goals by completing my degree to ensure I do my part by teaching, guiding, and help to develop learning skills.
Friday, July 30, 2010
Visual Impairment Education
A specialized educational placement may be due to the presence of additional disabilities that create complex educational needs or to the preference of the student's family. Some specialized schools encourage short-term placements for students with visual impairments who need to work on a specific skill such as orientation and mobility or assistive technologies. This option may be especially worthwhile after a student experiences a decrease in vision and needs an intensive opportunity to learn adaptive skills. Educational summer programs allow students with visual impairments to socialize with peers who have common experiences, these programs remember are valuable in helping them develop an understanding of the effects of their own low vision or blindness.
instruction in skills that are not part of the standard curriculum. Orientation and mobility instruction is vital to teach students to use all senses to identify their position in space and to move to a destination. For many students, efficient travel will include instruction in the use of a long cane to provide information on the immediate environment. Skills in orientation and mobility should be taught by professional orientation and mobility specialists. Other curricular areas important for students who are visually impaired include instruction in daily living skills, career development, communication including literacy, use of assistive technology, use of functional vision, and social skills. Children with visual impairment often require adaptations to access the regular educational curriculum. For the student with low vision, these may include increased contrast and color highlighting, lighting adaptations, varied time requirements, use of optical devices, and auditory materials. A student who is blind may use Braille, tactile adaptations such as raised maps, speech access, use of real objects and materials, and auditory descriptions.
Most students with visual impairments have some usable vision. Their visual learning can become more efficient if they can enhance their skill to use their vision through training or the use of assistive devices. The academic curriculum appropriate for students with visual impairments is determined by their cognitive abilities. The goals and objectives set for students without visual impairments do not need to be changed for a student due solely to a vision problem, though with visual impairments into general education settings As inclusive programs for students with disabilities increase in number, general education teachers will need to understand the effect that disabilities have on students. Such understanding will allow them to make appropriate accommodations and adaptations to design inclusive educations for students with disabilities.
http://www.nad.org
http://www.nfb.org
instruction in skills that are not part of the standard curriculum. Orientation and mobility instruction is vital to teach students to use all senses to identify their position in space and to move to a destination. For many students, efficient travel will include instruction in the use of a long cane to provide information on the immediate environment. Skills in orientation and mobility should be taught by professional orientation and mobility specialists. Other curricular areas important for students who are visually impaired include instruction in daily living skills, career development, communication including literacy, use of assistive technology, use of functional vision, and social skills. Children with visual impairment often require adaptations to access the regular educational curriculum. For the student with low vision, these may include increased contrast and color highlighting, lighting adaptations, varied time requirements, use of optical devices, and auditory materials. A student who is blind may use Braille, tactile adaptations such as raised maps, speech access, use of real objects and materials, and auditory descriptions.
Most students with visual impairments have some usable vision. Their visual learning can become more efficient if they can enhance their skill to use their vision through training or the use of assistive devices. The academic curriculum appropriate for students with visual impairments is determined by their cognitive abilities. The goals and objectives set for students without visual impairments do not need to be changed for a student due solely to a vision problem, though with visual impairments into general education settings As inclusive programs for students with disabilities increase in number, general education teachers will need to understand the effect that disabilities have on students. Such understanding will allow them to make appropriate accommodations and adaptations to design inclusive educations for students with disabilities.
http://www.nad.org
http://www.nfb.org
Teacher Interview: Kelly Roberts
I interviewed a teacher at the school where I did my field experience and asked her why she chose to become a teacher.
I teach as of now third through fourth grades in all subjects(math, reading, history, etc..) in the north forest district in Houston, Texas. I believe that each child, each person, has unique gifts. It's up to the school and educators to engage, motivate and challenge students and families to recognize and build on their strengths and abilities. I believe in providing opportunities for children to find their own ways, their own rhythms and their own strengths. I hope to challenge children to be "possibility thinkers!" to watch students grow and become more aware of their world and their place in it. I also enjoy helping students understand complicated concepts. I love to see how much a student has matured from freshman to senior year and to know that I had a hand in it. I graduated from Mac Author High school, attended Western Kentucky University where I received my B.S. in geology and I received my master in education from T.S.U. The reason why I advance my career was for me to work in an administration area or to work on programs to help students in the curriculum. I encourage other teachers to advance their degree’s to gain more access to materials to help students in educations.
I love teaching for the children. The tall ones, the small ones, the slow ones, the curious ones, the hateful ones and the loving ones. They way they don't believe anything if it doesn't match what they already believe. And I love their survival skills. I love the fact that each day is a wondrous new space of time to fill with good feelings and good activities. I hated meetings administrators called just because they could. I also hated all the paperwork that had nothing directly to do with what I was doing in my classroom. Grading papers was not a part of that. Grading papers did have direct affect on my teaching. I hated the layer upon layer of standardized testing. Students are human beings and they defy standardization. John does not learn the same way Jane does and they should not be tested the same way either, but some senator or such went to school, and so knows everything about it.
When I started teaching, I wish I had known how much I was going to learn from my students. Going in to teaching you think you are the expert and should know everything. But in all reality, for me, I learned as much as I taught every day. I would encourage all new teachers to be open minded, to listen, and to be willing to learn. When a school or district decides to implement education technology into the curriculum, one of its overriding goals must be to create plans and policies for all members of the learning community to have equitable access and use. Appropriate funding and professional development represent the key means of supporting equitable access and use of technology to ensure technology literacy and to support meaningful learning for all students. Technology deployed in education can help remove inequities between the schools of the inner city and the suburbs, between cities, and rural districts. Technology can become the force that equalizes the educational opportunities of all children regardless of location and social and economic circumstance.
To promote student learning, technology must be used in effective, engaging ways. Understanding the impact of technology requires asking the right questions: "Rather than asking how many schools have VCRs, we should ask, 'At any one time, what portion of students are engaged in learning based on the material viewed through video?' " Teachers who promote meaningful, engaged learning through authentic uses of technology are providing students with opportunities to interact with a wealth of resources, materials, and data sets. When educational technology applications such as the Internet, distance learning, CD-ROMs, and video are used at the classroom level to help achieve challenging educational standards, they provide powerful alternatives for creating more effective learning environments and more productive learning opportunities.
My two favorite loves are people and health! I live my life with both as my guiding force! As for my love of people I cherish each and every moment spent with family, friends and students (past and present!). As for my love of health I embrace nature, exercise and a healthy lifestyle! I live each day to its fullest and can never get enough of the three. How I feel about discipline is there are essentially three main types of discipline. There is preventative discipline, supportive discipline, and corrective discipline. Preventative discipline refers to the strategies that teachers use to prevent student misbehaviors. Teachers use supportive discipline when they help students gain back their self-control or when they lead students back in the right direction if they begin to show signs of misbehavior. Corrective discipline involves the implementation of consequences or punishments for students that have misbehaved or broken the rules of the classroom discipline policy.
Teachers make more than a salary they make a difference in their students' lives. The satisfaction of sharing knowledge and mentoring students has called countless teachers to the field. And in coming years, teachers can expect to hear the call of career opportunity. Due to the ""Baby boomers"" teachers are set to retire just as student enrollment soars, creating over a million new teaching jobs within the next decade; so to answer your question no I wouldn’t choose another field as a career.
http://www.mathxl.com/info/MediaPopup.aspx?origin=1&disciplineGroup=5&type=Simulate&loc=mylabschool@iris/clde/chalcycle.htm&width=-1&height=-1&autoh=yes¢erwin=yes
I teach as of now third through fourth grades in all subjects(math, reading, history, etc..) in the north forest district in Houston, Texas. I believe that each child, each person, has unique gifts. It's up to the school and educators to engage, motivate and challenge students and families to recognize and build on their strengths and abilities. I believe in providing opportunities for children to find their own ways, their own rhythms and their own strengths. I hope to challenge children to be "possibility thinkers!" to watch students grow and become more aware of their world and their place in it. I also enjoy helping students understand complicated concepts. I love to see how much a student has matured from freshman to senior year and to know that I had a hand in it. I graduated from Mac Author High school, attended Western Kentucky University where I received my B.S. in geology and I received my master in education from T.S.U. The reason why I advance my career was for me to work in an administration area or to work on programs to help students in the curriculum. I encourage other teachers to advance their degree’s to gain more access to materials to help students in educations.
I love teaching for the children. The tall ones, the small ones, the slow ones, the curious ones, the hateful ones and the loving ones. They way they don't believe anything if it doesn't match what they already believe. And I love their survival skills. I love the fact that each day is a wondrous new space of time to fill with good feelings and good activities. I hated meetings administrators called just because they could. I also hated all the paperwork that had nothing directly to do with what I was doing in my classroom. Grading papers was not a part of that. Grading papers did have direct affect on my teaching. I hated the layer upon layer of standardized testing. Students are human beings and they defy standardization. John does not learn the same way Jane does and they should not be tested the same way either, but some senator or such went to school, and so knows everything about it.
When I started teaching, I wish I had known how much I was going to learn from my students. Going in to teaching you think you are the expert and should know everything. But in all reality, for me, I learned as much as I taught every day. I would encourage all new teachers to be open minded, to listen, and to be willing to learn. When a school or district decides to implement education technology into the curriculum, one of its overriding goals must be to create plans and policies for all members of the learning community to have equitable access and use. Appropriate funding and professional development represent the key means of supporting equitable access and use of technology to ensure technology literacy and to support meaningful learning for all students. Technology deployed in education can help remove inequities between the schools of the inner city and the suburbs, between cities, and rural districts. Technology can become the force that equalizes the educational opportunities of all children regardless of location and social and economic circumstance.
To promote student learning, technology must be used in effective, engaging ways. Understanding the impact of technology requires asking the right questions: "Rather than asking how many schools have VCRs, we should ask, 'At any one time, what portion of students are engaged in learning based on the material viewed through video?' " Teachers who promote meaningful, engaged learning through authentic uses of technology are providing students with opportunities to interact with a wealth of resources, materials, and data sets. When educational technology applications such as the Internet, distance learning, CD-ROMs, and video are used at the classroom level to help achieve challenging educational standards, they provide powerful alternatives for creating more effective learning environments and more productive learning opportunities.
My two favorite loves are people and health! I live my life with both as my guiding force! As for my love of people I cherish each and every moment spent with family, friends and students (past and present!). As for my love of health I embrace nature, exercise and a healthy lifestyle! I live each day to its fullest and can never get enough of the three. How I feel about discipline is there are essentially three main types of discipline. There is preventative discipline, supportive discipline, and corrective discipline. Preventative discipline refers to the strategies that teachers use to prevent student misbehaviors. Teachers use supportive discipline when they help students gain back their self-control or when they lead students back in the right direction if they begin to show signs of misbehavior. Corrective discipline involves the implementation of consequences or punishments for students that have misbehaved or broken the rules of the classroom discipline policy.
Teachers make more than a salary they make a difference in their students' lives. The satisfaction of sharing knowledge and mentoring students has called countless teachers to the field. And in coming years, teachers can expect to hear the call of career opportunity. Due to the ""Baby boomers"" teachers are set to retire just as student enrollment soars, creating over a million new teaching jobs within the next decade; so to answer your question no I wouldn’t choose another field as a career.
http://www.mathxl.com/info/MediaPopup.aspx?origin=1&disciplineGroup=5&type=Simulate&loc=mylabschool@iris/clde/chalcycle.htm&width=-1&height=-1&autoh=yes¢erwin=yes
Speech and Language Prevalence
Speech and language impairments can present as a delay or a disorder, impairments can occur as a primary condition or with secondary conditions, such as, cognitive, autistic, learning, hearing, behavior and emotional impairments. A developmental delay or impairment may result in a speech and language disorder out of line with cognitive ability. Speech and Language Disorder is usually described in terms of ‘speech’ referring to phonetic or phonological impairments and ‘language’ referring to specific language impairments there is delay or disorder. Examples of this include stuttering, speech may be difficult to understand, nasal-sounding, unusual in pitch or and rhythm. Facial grimaces along unusual movements may accompany speech, such as groping to produce sounds, syllables, and words. Difficulty planning and sequencing movements for speech within the brain; speech may be unintelligible and not understandable. Receptive and expressive abilities may be impaired together such as in a disorder called developmental language delay in toddlers and preschoolers or language learning disability in school-aged children.
The prevalence of speech sound disorder in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders; the majority of these speech disorders have no known cause. By the end of their first year most children have mastered the ability to say a few simple words. By the first grade, roughly 5 percent of children have noticeable speech disorders; 3 percent are male and two percent female. One category of speech disorder is fluency disorder, or stuttering, which is characterized by a disruption in the flow of speech. It includes repetitions of speech sounds, hesitations before and during speaking, and the prolonged emphasis of speech sounds. More than 15 million individuals in the world stutter 9 million males and 6 million females; most of whom began stuttering at a very early age. The majority of speech sound disorders in the preschool years occur in children who are developing normally in all other areas. Speech disorders also may occur in children who have developmental disabilities. Language impairments are diagnosed in people who have clinically significant impairments in their development of spoken language in the absence of sensory or neurodevelopment disorders which comes from birth with the continuation throughout their adulthood. Spoken language in this case includes the ability to understand words, sentences, and connected speech as well as the ability to express messages using appropriate vocabulary, grammar, and discourse. Variation in prevalence also appears to be affected by a pattern of recovery for many children during the early preschool years along with poor speech development. . Most studies reported a greater prevalence of the disability in males than females.
Between 6 and 8 million individuals in the United States have some form of language impairment. Disorders of language affect children and adults differently. For children who do not use language normally from birth, or who acquire an impairment during childhood, language may not be fully developed or acquired. Speech and language impairments affects individuals of all ages but occurs most frequently in young children between the ages of 2 and 6 who are developing language. Boys are 3 times more likely to stutter than girls. Most children, however, outgrow their impairment either by themselves or with speech & language programs.
http://www.kidsource.com/NICHCY/speech.html
The prevalence of speech sound disorder in young children is 8 to 9 percent. By the first grade, roughly 5 percent of children have noticeable speech disorders; the majority of these speech disorders have no known cause. By the end of their first year most children have mastered the ability to say a few simple words. By the first grade, roughly 5 percent of children have noticeable speech disorders; 3 percent are male and two percent female. One category of speech disorder is fluency disorder, or stuttering, which is characterized by a disruption in the flow of speech. It includes repetitions of speech sounds, hesitations before and during speaking, and the prolonged emphasis of speech sounds. More than 15 million individuals in the world stutter 9 million males and 6 million females; most of whom began stuttering at a very early age. The majority of speech sound disorders in the preschool years occur in children who are developing normally in all other areas. Speech disorders also may occur in children who have developmental disabilities. Language impairments are diagnosed in people who have clinically significant impairments in their development of spoken language in the absence of sensory or neurodevelopment disorders which comes from birth with the continuation throughout their adulthood. Spoken language in this case includes the ability to understand words, sentences, and connected speech as well as the ability to express messages using appropriate vocabulary, grammar, and discourse. Variation in prevalence also appears to be affected by a pattern of recovery for many children during the early preschool years along with poor speech development. . Most studies reported a greater prevalence of the disability in males than females.
Between 6 and 8 million individuals in the United States have some form of language impairment. Disorders of language affect children and adults differently. For children who do not use language normally from birth, or who acquire an impairment during childhood, language may not be fully developed or acquired. Speech and language impairments affects individuals of all ages but occurs most frequently in young children between the ages of 2 and 6 who are developing language. Boys are 3 times more likely to stutter than girls. Most children, however, outgrow their impairment either by themselves or with speech & language programs.
http://www.kidsource.com/NICHCY/speech.html
Earlier intervention in special education
Too many children are leaving elementary school with learning skills inadequate for the next level of instruction and there for they are placed into the special education program to provide extra accommodation for the student . Before setting forth the case for early intervention, an important point needs to be clarified. Most children who enter school at risk of difficulties fall into one of two broad groups. Children in the first group enter school with adequate oral language ability but have weaknesses in the learning domain. Early intervention is a valuable asset in remediation and can prevent learning and behavioral problems from appearing in later school years. The best time to improve the chances of low-performing and handicapped children for future school success is from birth to early childhood. Early intervention can significantly alter the abilities and development potential of many children who are “at risk” during their early years. In some cases, total or near remediation of these problems can occur prior to entry into the first grade. Helping children obtain early intervention services can contribute to the eventual reduction of the number of children who experience failure in school and who need special services in later years. It is less costly and usually more effective to prevent academic, developmental and behavioral problems than to remediate them.
To practice preventive, remedial and compensatory we must change the way we teach reading in three ways. First, we must ensure that core classroom instruction in kindergarten through grade three is skillfully delivered with a balanced emphasis on reading comprehension, and mathematic skills (including the intensive build-up of content knowledge). Second, we must have procedures in place to accurately identify children who fall behind in early learning growth, even when they are provided strong classroom instruction. Third, we must provide these children who are behind with reading and math instruction that is more intensive, more explicit, and more supportive than can be provided by one teacher with a class of 20 or 30 children and we should provide that extra support early, preferably in kindergarten and first grade.
Their primary problem in learning to read involves learning to read words accurately, fluently along with solving math problems. In contrast, the second group of children, coming largely from families of lower socioeconomic or minority status, enters school with significant weaknesses in a much broader range of slower learning skills. Not only are their learning and print-related knowledge weak, they have weaker vocabularies, less experience with complicated mathematics, and less general background knowledge all of which are vital for strong learning comprehension at entrance of school grade and beyond. Labeling and classifying young children as handicapped often results in their being viewed in a negative light socially. This classification may result in the development of a self-fulfilling prophecy, where children are marginalized because of the early identification, and viewed by others in terms of their problem instead of as a whole child with many areas of potential. Placement of children into alternative programs rarely addresses the possible effects on the child’s self-esteem or the parents’ perceptions.
Children with these general weaknesses on top of learning weaknesses require a broader range of instructional support and interventions than those who come to school with impairments only in one disability. However, both groups require special support in the growth of early learning skills if they are to make adequate progress in learning to read and calculate numbers; with that support, both can achieve learning skills within the average range without any accommodation.
http://curry.edschool.virginia.edu/go/cise/ose/information/interventions.htm.
To practice preventive, remedial and compensatory we must change the way we teach reading in three ways. First, we must ensure that core classroom instruction in kindergarten through grade three is skillfully delivered with a balanced emphasis on reading comprehension, and mathematic skills (including the intensive build-up of content knowledge). Second, we must have procedures in place to accurately identify children who fall behind in early learning growth, even when they are provided strong classroom instruction. Third, we must provide these children who are behind with reading and math instruction that is more intensive, more explicit, and more supportive than can be provided by one teacher with a class of 20 or 30 children and we should provide that extra support early, preferably in kindergarten and first grade.
Their primary problem in learning to read involves learning to read words accurately, fluently along with solving math problems. In contrast, the second group of children, coming largely from families of lower socioeconomic or minority status, enters school with significant weaknesses in a much broader range of slower learning skills. Not only are their learning and print-related knowledge weak, they have weaker vocabularies, less experience with complicated mathematics, and less general background knowledge all of which are vital for strong learning comprehension at entrance of school grade and beyond. Labeling and classifying young children as handicapped often results in their being viewed in a negative light socially. This classification may result in the development of a self-fulfilling prophecy, where children are marginalized because of the early identification, and viewed by others in terms of their problem instead of as a whole child with many areas of potential. Placement of children into alternative programs rarely addresses the possible effects on the child’s self-esteem or the parents’ perceptions.
Children with these general weaknesses on top of learning weaknesses require a broader range of instructional support and interventions than those who come to school with impairments only in one disability. However, both groups require special support in the growth of early learning skills if they are to make adequate progress in learning to read and calculate numbers; with that support, both can achieve learning skills within the average range without any accommodation.
http://curry.edschool.virginia.edu/go/cise/ose/information/interventions.htm.
My Philosophy of Special Education
I am twenty-five years old, and have only decided to become a teacher within the past two years. I have always wanted to help people in some way, yet I was not sure of what area while at this HCC, two of my professors would continually express their feelings on what an impact I would make as a teacher. This planted the seed. I later became pregnant with and gave birth to my son. When you are pregnant and have children you have many worries and anxieties, including the stress of who will be caring for and teaching your child. I then examined the public school systems, for it is very difficult to ignore the negative media it has received in just the past few years. Something inside of me has told me that this is where I want to be. Somehow I want to make a difference in that child’s life by showing the child that someone does care and that they do have a positive place in the world.
Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. I believe the purposes of education are developing critical thinking skills necessary in challenging student’s minds. I also believe that education will make students understand life in a new perspective. Education can change a student’s view on society or even themselves just by obtaining knowledge in the classroom. A teacher should have certain qualities and behave in certain ways. There are many qualities I think are important to a teacher. For example, I believe a teacher should value the belief of respect in their classroom. The teacher needs to set an example to the students by being illustrating the importance of professional manor. Most importantly, I believe teachers need to be equal to all students. A teacher should not give special treatment to a student-athlete because he/she is the best player on the team.
An education will help further the mind of a student. It is the teacher’s responsibility to help make this happen. Without education, teachers would not even exist. An education is not the easiest goal to obtain in life, but I believe it is the most important goal to obtain in life and I would like to help contribute to students reaching this goal. However, the purpose for education remains the same to assist students in discovering the knowledge that they will need to succeed in life. By giving my best effort, and putting my heart and soul into my classroom, I feel that my students will see that effort and, in return, do the same.
http://www.cec.sped.org
Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. I believe the purposes of education are developing critical thinking skills necessary in challenging student’s minds. I also believe that education will make students understand life in a new perspective. Education can change a student’s view on society or even themselves just by obtaining knowledge in the classroom. A teacher should have certain qualities and behave in certain ways. There are many qualities I think are important to a teacher. For example, I believe a teacher should value the belief of respect in their classroom. The teacher needs to set an example to the students by being illustrating the importance of professional manor. Most importantly, I believe teachers need to be equal to all students. A teacher should not give special treatment to a student-athlete because he/she is the best player on the team.
An education will help further the mind of a student. It is the teacher’s responsibility to help make this happen. Without education, teachers would not even exist. An education is not the easiest goal to obtain in life, but I believe it is the most important goal to obtain in life and I would like to help contribute to students reaching this goal. However, the purpose for education remains the same to assist students in discovering the knowledge that they will need to succeed in life. By giving my best effort, and putting my heart and soul into my classroom, I feel that my students will see that effort and, in return, do the same.
http://www.cec.sped.org
Readiness for school
Children gain the key skills for school readiness through day-to-day experiences that encourage their social growth and learning. Extensive research shows that the relationships children have with their parents and caregivers play a significant role in this growth, since stable and secure relationships are central to healthy human development. Early intervention services exist for infants and toddlers, birth to three, who have a developmental disability and/or delay and their families. Research indicates that early diagnosis and access to services can reduce the intensity of service required later in a child’s life and prevent involvement in special education for some children.The purpose of the Head Start Program, authorized by Congress in the Head Start Act, is “to promote school readiness by enhancing the social and cognitive development of low income children through the provision, to low income children and their families, of health educational, nutritional, social, and other services that are determined based on family needs assessments, to be necessary.
Embedded racial inequities produce disparities in children’s opportunities to be school ready. Some of the factors that we know contribute to these inequities are disproportional rates of poverty, segregation of neighborhoods, and disparate access to community resources. One of the key resources that can promote school readiness is quality child care. Because of economic disparities, people of color are less likely to have access to the highest quality programs and the programs they do access may pose cultural barriers to children’s learning and growth in the program.
Embedded racial inequities produce disparities in children’s opportunities to be school ready. Some of the factors that we know contribute to these inequities are disproportional rates of poverty, segregation of neighborhoods, and disparate access to community resources. One of the key resources that can promote school readiness is quality child care. Because of economic disparities, people of color are less likely to have access to the highest quality programs and the programs they do access may pose cultural barriers to children’s learning and growth in the program.
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