Powerpoint: Engaging families in the assessment process

 

 

Assessing for development, emerging knowledge, intervention and modification: using assistive technology

Introduction:  

Assistive technology helps individuals with disabilities access education while participating in society by overcoming barriers related to their limitations. It allows them to perform tasks independently and enhances their overall quality of life.  Assistive technology doesn’t cure or eliminate learning difficulties, but it can help children reach their potential by allowing them to capitalize on their strengths and bypass areas of difficulty (Reading Rockets, 2024). 

 

The Individuals with Disabilities Education Act defines assistive technology devices as items, equipment, or systems that serve to “…increase, maintain, or improve the functional capabilities of a child with a disability.” 

(Ed, 2019) 

 

 

 

Two assistive technologies 

 

Audiobooks 

Recorded books allow users to listen to text and are available in various formats, such as audiocassettes, CDs, and MP3 downloads. In my classroom we use the website ABCya,Epic, and Starfalls these sites  help children to use their listening skills, while hearing the words read out loud, learn new vocabulary words, and comprehend questions. 

Gonoodle.com 

We use this website for rainy or inclement weather days, this keeps get the wiggles out of the children, when they become restless as well. This is a staple within my classroom, especially the yoga when we are doing the calming down and exercise study series. 

Two supportive technologies 

Picture schedules- 

Due to the increase in autism within children we have modified our schedules, we now use picture schedules which a series of pictures that are sequenced in an order either horizontally or vertically for a specific purpose.  Which can be use in a variety pf ways numbered, checklist, strip, or flap. Flap is my classroom favorite because the children can turn the flap themselves after that event is complete. 

Assistive technology is culturally responsive and are they effective 

Assistive technology assessments benefit students with disabilities by identifying the most effective tools and strategies to support their learning and participation in the educational environment. This allows for greater access to curriculum, improved communication abilities, and increased independence New England, 2024). 

Issues with technology 

With assistive technology we had to make sure to limit the amount screen time 

References 

Definition and Purpose of Assistive Technology Assessments: A Concise Overview. New England Low Vision. (2024, September 12). https://nelowvision.com/ 

Reading Rockets (2024). Assistive Technology for Kids with Learning Disabilities: An Overview https://www.readingrockets.org/topics/learning-disabilities/articles/assistive-technology-kids-learning-disabilities-overviewLinks to an external site. 

Section 1401. Individuals with Disabilities Education Act. (2019, November 7). https://sites.ed.gov/idea/statute-chapter-33/subchapter-i/1401 

What assessment works best?

 

As educators we have to select the best assessment for the children in our care. Assessments help children with delays or disabilities thrive and get the extra help that is needed. Below are some scenarios of children. Can you figure out what assessments are best for each child?

Scenario 1

Kiara- a 5-year-old student recently enrolled in Prek. The classroom consists of 2 teachers and 18 children. Kiara enters the classroom, hugs the teacher, and engages in morning activities. During small or large groups, when the teachers call on Kiara to answer a  simple question, " What letter does your name start with, Kiara?" She would say hum, shake, tremble, and cry. This happens every day, to the point the teachers try to avoid asking her a question. During circle time, she will sit in the back and avoid eye contact, hoping not to be called on.  Both teachers have noticed that Kiara talks to the children during free play and in the bathroom but avoids questions. Kiara does not recognize any alphabets, numbers, or her name. She does hold a pencil with her whole hand and does not write letter-like forms. When asked about her dad's reaction when he asks her a question, he states she smiles and that she is a shy kid. She has attended school for two years without missing a day, and the previous teachers advised similar issues. I feel she enjoys playing all the time, but she is not interested when it comes to just five minutes of one-on-one time. 

As teachers, we don't want to push her too hard that she completely breaks, but it seems like it has gotten worse than last year. Kiara will be attending kindergarten next August, and I'm afraid she will not be ready for kindergarten.

Responses from classmate Michelle Underwood

Latosha,

I believe that Kiara would benefit from some baseline assessments. This would give a starting point for figuring out exactly where she is struggling.  A pre-k assessment with the Georgia Early Learning and Development Standards (GELDS) or a GKIDS assessment would be helpful. Most of the evaluation is disguised as play. Seeing that she likes to play, it wouldn't feel like work. Make it fun and exciting; that way, she is not discouraged by a more formal assessment. With minimal verbal communication, I would also implement lots of visuals and prompts to get her to communicate more. 

Scenario 2

Daylen is a 5-year-old boy who has attended Head Start for three years now. Daylen starts his day at the drop-off, crying when mom drops him off; he calms down about 5 minutes later. However, when their brother and grandma drop him off, he does not cry. Daylen does not take in complete sentences; his words are all over the place. But if someone hits him, he does come to the teachers and let them know," he hit me and pointed to that person."  When asking him a question, you have to ensure you have his complete attention.  During circle time, he does participates with a limited attention span; he knows all 26 letters of the alphabet, colors, and shapes (he will answer simple questions like what shape is round). He does not make and letter-like shapes; cutting is improving, coloring is improving.  At lunchtime, he is very picky about what he eats and tends to fall asleep at the table (he rests very well at nap time). He plays by himself but sits near the children (he loves the kitchen area and looking at books).  When he wants to try something, he will say(I try) and reach with his hands. 

What should be his teacher’s next steps to support Daylen? What assessment could be used to better assist him?

Jane Okoye response

I believe Daylen’s teacher should emphasize on fostering his language development and social-emotional skills. Implementing a speech and language assessment can aid in identifying areas needing support. Encouraging structured play with peers and providing positive reinforcement during social interactions could improve his communication. A developmental screening tool, like the Ages and Stages Questionnaire (ASQ), would be essential.

Amber Nesbitt

Daylen seems to be a smart boy that may have separation anxiety when it comes to mom dropping him off in the morning. From the way he acts when grandma and drops him off sounds like a healthy attachment. He likes to engage in parallel play because he plays near other children but not necessarily interacts with them. I would recommend him for speech intervention since he is 5 and will be going to the 1st grade next year. The assessment I would use with him is the ASQ-3 Assessment with him to see the other skills that he can complete. The ASQ-3 is an assessment developmental screening tool that is for children up to 5 1/2 years old (ASQ-3 Ages and Stages, 2024).

References: 

ASQ-3 - Ages and stages. (2024, September 24). Ages and Stages. https://agesandstages.com/products-pricing/asq3/

Policies and National Regulations and Standards for Early Childhood Education

 Summary: 

Alabama’s early childhood education policies are guided by the Alabama Standards for Early Learning and Development (ALSEDS, 2023). The framework was redesigned to support the state's various learning programs: childcare, home visiting, Head Start, Alabama First Class, and special education. The standards provide continued growth and development support for ages birth through age five. The standards include: 

1. Developmentally Appropriate Practices: ALSED, use the age and culturally appropriate practices while providing high quality experiences for children (Alabama Standards for Early Learning and Development, 2023).
   2. Professional Develpment: The standards support high-quality program delivery, using CLASS to assess the program, teachers, and learning environment by providing guidance and evaluation tools.
   3. Holistic Learning: The standards support every aspect of learning equally as they all work together to support the children’s growth and development. 

Comparison with NAEYC Principles and NBPTS Standard V: 

1. NAEYC Principles of Child Development and Learning:
    - Developmentally Appropriate Practices: ASELD does provide the foundation for what the children should know at the specific age intervals by using intentional teaching. However, when a child has a delay/ disability how can we better accommodate having a DAP activity? According to (Bangato, 2011), unified early learning standards and outcomes are a critical issue for children with delays/disability receiving fragmented services and support. 

 
   - Similarities:  

DAP :Both ASELD and NAEYC use a curriculum that provides consistent goals that keeps the children learning and developing in each area of social-emotional, physical, learning, and cognitive (NAEYC,2003 ) 
   - Parental with families: Both ASELD and NAEYC maintain a collaborative relationship with each child family, that allows positive learning outcome for the children.  

-Differences 

Although I am under the Head State banner, I am under the ASELD banner as well, meaning Head Start override ASELD, yet I must go by both set of rules. Under the Head Start banner we are governed by the Head Start Early Learning Framework, it is designed to show the continuum of learning for infants, toddlers, and preschoolers and has comprehensive research around what young children should know and be able to do during their early years (ECLKC, 2024).  

To be quite honest, there is no difference between ASELD, ELOF, or NAEYC, they all contain the central domains because they all are culturally and linguistically responsive and promote children’s sense of identity and belonging (ECLKC, 2024). 

2. NBPTS Standard V:
    - Assessment: NBPTS Standard V sets clear assessment expectations the reflects the whole child for educational purposes of documenting the achievements and following the child learning goal with a variety of DAP. Yet that is falls short when assessing a child with, for instance, autism. The article does state that they will have conversations with the parents to get knowledge needed.  

ASELDS :is not a curriculum or assessment, does not evaluate teachers' performance, or a tool to diagnose or isolate children.  

If I had to suggest an improvement, I feel that it would be how can we better assess children with autism across all educational platform, due to research shows there is 1 out of every 36 kids. 

Questions: 
1. How can we better prepare qualified professionals on the issues they are seeing an increase in, such as autism? 

2. 
   How can ASELD better align with NAECY, while having Head Start under their banner?
3. 
   How can we better assess preschoolers, Teaching Strategies Gold works, but I do feel that there are some major components missing.

 

References 

Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention 33(4), 243-253 

 

Head start early learning outcomes framework. ECLKC. (2024, May 21). https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-early-learning-outcomes-frameworkLinks to an external site. 

 

National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood generalist standards (3rd ed.) https://www.nbpts.org/wp-content/uploads/2017/07/EC-GEN.pdf 

National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. https://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdfLinks to an external site. 

Alabama standards for early learning. Early Childhood Education. (2024, August 8). https://www.children.alabama.gov/first-class-prek/aseld/Links to an external site.