RUNNING HEAD: SIGNATURE ASSIGNMENT - REFLECTION ON CASE STUDY 1

Signature Assignment - Reflection on Case Study

Christine Reece

Brandman University

ECED 301 — Fall Two, 2019

Mr. Timothy Harper

December 22, 2019

Introduction

When a baby is born, new parents are full of excitement and anticipation. Often, a parent gazes

into their sweet baby’s eyes and dares to dream of their future and all the amazing possibilities

that could unfold. There are so many unknowns; their child’s life at this point is a wonder and

mystery. How will they look when they grow up? Will they be tall and have my nose? What

dominant traits will they possess? Will they learn to be kind hearted, loving, and compassionate

to others? Will they become an avid rock climber, a great baseball player, or join a swim team?

Whatever it is, most caring parents truly desire what is best and good for them. One day, a

doctor or teacher may explain their child is not reaching the stages of development of typically

growing children. Now, fear and concern begin to creep into their hopes and dreams for their

beautiful child. Sometimes, children are born with disabilities and/or special needs. The future

is not clear and full of uncertainty. These parents begin the long journey of seeking professional

help and assistance in how to best care for their child. Most importantly, I learned parents want

the same thing; they want their child to be given opportunities to succeed and be happy.

From conducting a case study on a child with disabilities, and interviewing the family

and teacher; I broadened my knowledge and views as an early childhood educator.

Reflection

1. Overall, what did you learn about children who have disabilities that you did not know

before?

One new thing I learned about children who have disabilities is, they must be placed in an

inclusive educational setting because it is the law and is valuable. Individuals with Disabilities

Education Improvement Act of 2004 (PL 108-446), requires all children with disabilities need to

be given opportunities to learn in the least restrictive environment possible. In a textbook by co-
SIGNATURE ASSIGNMENT 3

authors, Allen and Cowdery, The exceptional child: inclusion in early childhood education,

(2015) states, “Children should be educated in the environment most like the educational

environment of their peers who are typically developing, where the child can be successful with

appropriate supports in place.” (p. 5) I was able to observe the little boy in a kindergarten class

of his peers. In the interview the parents shared, “He attends kindergarten at Lincoln

Elementary five days a week. His regular classes end at 1:50 pm and then he goes to an

extended day care program until 3:30 pm every day except on Tuesdays where he receives

speech and behavioral therapy.” Something else I learned about children who have disabilities,

is that they come from many different backgrounds and cultures. I had assumptions that many of

them came out of unhealthy beginnings. For example, families who lived in poor conditions

where there is lead paint or parents who had substance abuse problems. Instead, there are many

children that acquired disabilities from genetics and their environment. From the text,

apparently, it is not unusual to not understand this. It states, “…the causes of developmental

differences appear to be a combination of interacting events: heredity, biology (physical

makeup), temperament (personality), and a long list of environmental factors, including

poverty.” (p. 98) There was evidence the target child had a biological makeup that contributed to

his delays. His mother responded, “(They) Checked for sleep apnea and eventually had his

adenoids removed. We were told it would help improve his speech and learning abilities.”

2. What did you learn about families who have children with disabilities that you did not

know before? As above, think first about families in general. Use your text to find common

beliefs. Use specific examples from the observation and interview to discuss how your

target child’s family fits or does not fit with the general assumptions?
SIGNATURE ASSIGNMENT 4

All children come from a family unit made up of some kind. It could be a traditional

mother-father, or it could be a single parent, a relative, foster or adopted family. For the child’s

sake, hopefully, it is one that cares and nurtures their overall well-being. This support is vital for

children with disabilities because parents and caregivers are needed to assist in the intervention.

In the past, families who have children with disabilities took a back-seat approach and trusted the

professionals to make decisions and implement a plan. Nowadays, the physicians, teachers,

therapists, and professionals want parents to get intricately involved in the decision-making

process. In the text, “The Turnbulls and colleagues describe this shift. The pendulum has swung

in many ways: from viewing parents as part of the problem to viewing them as a primary

solution to the problem, from expecting passive roles to expecting active roles, from viewing

families as a mother–child dyad to recognizing the presence and needs of all members, and from

assigning generalized expectations from the professionals’ perspective to allowing for individual

priorities defined from each family’s perspective. (p. 21)” (p. 217)

I was glad to know from interviewing the mother and father in this case study, they do

not take a back-seat approach. The mother specifically shared she is involved in setting her

son’s educational goals. It is confirmed in her response to Question 7. How were your child’s

goals developed and were you included in that process? The mother answered, Together.

Definitely I was in the process, it was based on the doctors’ recommendations. We discussed

ways to build him academically. I could tell in her voice and facial expression, she felt pleased

and included in the decision making. In the observations, the mother works with her son to

scaffold learning opportunities which is one of his IEP goals. I observed the mother encourage

her son to work on developing his pre-academic skills. In the running record taken at a church

event I observed the mother encouraging him to practice writing his name, She taps his paper
SIGNATURE ASSIGNMENT 5

and says, “You’re name?” M leans an arm on the table and concentrates by holding his marker

to focus on writing his name. In another observation at a restaurant visit I wrote an interaction

between the mother and son, M leans over looking down the row of tables inquisitively,“What is

that table?” Mom, “I don’t know.” M says, “Look.” Mom leans over and looks at the table

adjacent to them and remarks, “Four.” She turns to look directly him and points down the row

of tables, “Four, Five Six, Seven.” M. nods his head looking down the row.

I also found out families who have children with disabilities learn to be their child’s

advocate. One way I discovered this was how the family pursued avenues to find their son the

right educational institution that would work with him. The steps they took are expressed in a

follow up question to Question 4 about getting their own assessment. The mother responded,

Didn’t want to wait. We can afford it, so we hired a private assessment. Additionally, they

showed persistence in another response to Question 5. We submitted a request for an IEP which

was denied by the first school district. They concluded it “immaturity” and made their own

recommendation to re-evaluate him when he’s in 2nd grade. We appealed and it was denied

again. Father: We requested for an outer district transfer. Mother: His transfer was accepted

and in August of this year he started Kindergarten at a new school. If they did not pursue this

avenue, who knows what setting the target child would be in today or if they would be getting

support for his needs.

3. Discuss how your family observation and interview shaped, changed or validated your

view of families who have a child with a disability. Discuss your pre-existing beliefs. Did

your observation support or dispute your views?

In the past I believed families who had children with disabilities were incredibly busy due

to constantly caring for their needs. I have to admit, I felt sad and worried for these families.
SIGNATURE ASSIGNMENT 6

After conducting the observation and interview, I realize that was presumptuous and as an

educator, I could do more to support them. These families, like when I was raising my own

children, just want to feel encouraged and supported by the efforts. In the answer to Question

12, the parents replied, Don’t treat those children differently. To be challenged is a good thing.

Mother: You could influence someone positively. Showing you care. Can you see we are

struggling to get help. To be understanding. Have compassion. Don’t criticize.

Another thing I learned from conducting the observation and interview is to keep my

personal opinions to myself. I found that families who have children with disabilities often end

up hearing a variety of unsolicited opinions and unhelpful ideas from people about their child.

What they really want is to be understood. In her response to Question 1. What do you want

your child’s teacher, and people in general, to know about your son? The mother shared, I want

people to know he is not mentally ill or special needs. People comment, “Oh is he autistic?” I

get that all the time. “Have you ever had him tested?” I said, “He’s getting the help.” I know

some people can say to us, “You’re in denial.” In Question 3 the mother mentioned, Some lady

once told me there was a prayer meeting we could take him to. They could possibly cast the

demons out of him. “Maybe he needs an exorcism.” Maybe they had good intentions, but I don’t

think so. Hearing this really disappointed me. I know this didn’t feel good to her because I

could tell in her expression.

4. Discuss how your readings shaped, changed or validated your view of families who have

a child with a disability. Discuss your pre-existing beliefs. Did your readings support or

dispute your views?

A pre-existing viewpoint I had about families is that I believed it takes hard work caring

for their children with disabilities. This is true, but I learned that there is assistance in the
SIGNATURE ASSIGNMENT 7

community that can help support and relieve some of the pressure. The second viewpoint I had

was the affect the child has on the community. I underestimated the positive outcomes. Both of

these beliefs were changed from the readings and watching the videos in this class. For example,

one video that stood out to me was called, Special Quest: Christopher’s Story (2009). In this

video a man named Jake Jones, tribal chairman, shares his thoughts, “Your family has to be

strong when anything like that happens. I think it’s been a kind of an eye-opener for the whole

community.” A lady in the video continues to share, “Christopher is the center focus of all of

that and he knows it. He’s very loved by everyone. It isn’t just job for these people. They love

what they do and they do a good job at it.” Later in the video another woman is heard saying,

“It’s a gift to us and gift to all of those children that he’s been with.” This video really impacted

my beliefs. The child, family, and community become connected through the experience. In the

text, it states, “When early childhood educators acknowledge and respect children’s home

languages and cultures, ties between the family and program are strengthened.” (p. 220) I’m a

believer now.

5. Discuss how your professional observation and interview shaped, changed or validated your

views of teaching children with a disability. Did you have pre-existing beliefs? Did your observation

support or dispute your views?

As an educator, I had a few pre-existing beliefs. One was the benefits of placing a child

with disabilities in an educational setting with their typically developing peers. This is inclusion.

What confirmed my beliefs after conducting the class observations, I noticed the target child was

benefiting. The environment provides him a safe place to make friends and be creative with his

interests. Here’s a portion of an observation where I saw the target child engaged in an activity:

M selects a pencil and begins drawing on his paper. He supports his paper with his opposite

hand to control it, carefully makes a circle and other markings. M, “I think this is a shark!” M
SIGNATURE ASSIGNMENT 8

holds up his paper to a male classmate. M, “Look at my shark, guys, this is the water, from

under the water.” It is also a place where he is supported by his teacher. In another

observation, the target child sought the approval of his teacher. He says to her, “Teacher, look at

what I drawed!” M turns around holding his paper in the air to child behind him. He rolls his

shoulders. M, “Teacher, this is the bridge, this guys lives in the boat!” I also believe teaching a

child who has a disability requires strategy and a different approach than your typically

developing child. However, I didn’t know any ways to go about identifying how. From

conducting this observation and interview, this belief was supported. I learned the best approach

is to identify the child’s strengths and interests so they can be used as learning tools. This was

very helpful. When I interviewed the teacher, she responded to Question 7, He talks about Star

Wars. I learned a lot about Star Wars. He likes technology, he is passionate about drawing. I

use Star Wars and technology as a learning tool. The father also mentioned the same things as

the teacher and more in his response to Question1, Legos and Star Wars and creative. His uncle

loves Marvel Comics. Now, he can say all names of characters. Mother: Recognizes feelings.

Father: Very physical, likes to climb high, and hop from table to table. We recently put up a

trampoline in the backyard. He and his sister made a trampoline ladder. To find out children’s

interests, I can ask the families what their child likes and confirm that by my own class

observations.

6. Discuss how your readings shaped, changed or validated your views of teaching children

with a disability. Did you have pre-existing beliefs? Did your readings support or dispute

your views?

After reading the text and watching the videos I found practical and useful information

that shaped my views of teaching children with a disability. For instance, as an educator I need
SIGNATURE ASSIGNMENT 9

to find ways to help children with disabilities to develop skills. A good and practical way is to

use Activity Based Intervention. ABI according to a class Power Point entitled, Activity Based

Intervention; For Natural Environments (2019) states is an, “Approach to intervention and teaching

in natural environments that embeds child goals into planned, routine and child initiated activities.

Pretti-Frontczak, K & Bricker, D.(2004)” These three approaches will be very productive in my

work in the classroom and I look forward to finding creative ways to embed children’s goals. I

realize with conscious effort, I can give a child experiences that will shape their understanding

and develop their learning.

I also saw how much a community can make a difference in a child’s life. In the

Christopher Story video, one very special community chose to accept and include a family who

had a child with a disability. Together, the tribal community along with the educational program

both committed to provide Christopher and his family with the best care, learning approach, and

skills building opportunities. The teacher says, “To be there for them in support 110 percent and

tell them that you know we’re here whatever it is. You know if it’s someone to cry with you if

it’s someone to just be with you or and to be that other set of ears for her at the doctor’s

appointments or whatever appointments.” From the community’s choice to embrace

Christopher, the child and family thrived. I also know the teachers and school did too. The text

validated this, “When early childhood educators acknowledge and respect home languages and

cultures, ties between the family and program are strengthened. This atmosphere provides

increased opportunity for learning because young children feel supported, nurtured, and

connected, not only to their home communities and families but also to teachers and the

educational setting.” (p. 220)

Additionally, I know that by creating community-based support and partnerships with

families, confirms how inclusion is a primary approach for children with disabilities. The text
SIGNATURE ASSIGNMENT 10

states it nicely in the Preface, “…that inclusion is much more than a place, a curriculum, or

teaching strategy; that inclusion is about belonging, being valued, and having options; that

inclusion is about accepting and valuing human diversity and providing the necessary support so

that all children and their families can participate in programs of their choice.” (p. xv) This was

the most impactful to me.

7. How did your reading and assignments shape, change or validate your view of inclusion

(educating the child with a disability in their natural environment)?

From the reading and assignments my view on inclusion was strengthened. As an early

childhood educator, I want to provide high quality education and a stimulating learning

environment to all the children in my classroom. I believe inclusion has a rightful place in the

lives of children with and without disabilities. I read a Power Point in week 5 of this class

entitled, Joint Position Paper NAEYC and DEC (ECED 301 2019), it outlines the Joint Position

Statement of the DEC and NAEYC regarding Early Childhood Inclusion (2009). It states, “Early

childhood inclusion embodies the values, policies, and practices that support the right of every

infant and young child and his or her family, regardless of ability, to participate in a broad range

of activities and contexts as full members of families, communities, and society. The desired

results of inclusive experiences for children with and without disabilities and their families

include a sense of belonging and membership, positive social relationships and friendships, and

development and learning to reach their full potential. The defining features of inclusion that can

be used to identify high quality early childhood programs and services are access, participation,

and supports.”

I also recognized I need to do more than just include the child in my educational setting,

but that I need to provide accommodations and adjust my room arrangements to make it easy for
SIGNATURE ASSIGNMENT 11

children to access the materials. It is helpful to consider how the flow between activity centers

will not become frustrating or hinder a child’s momentum. I learned as an educator the best

approach and practice is to be ready for children with disabilities, and not wait until a child

enters my program and then adjust my centers, but to prepare my learning environment so that it

is universally designed from the start. According to the text, “The principles of the universal

design for learning are not foreign to those familiar with the best practices in early childhood

education. The principles require teachers to take the next step and apply what they know about

these concepts to a curriculum designed to reach the greatest number of learners. UDL includes

the three following principles: successful in their development and learning. 1. Providing

multiple means of representation . 2. Providing multiple means of action and expression. 3.

Providing multiple means of expression (CAST, 2011)” (p. 152) Furthermore, and personally

speaking, I wish classrooms of all grades were designed to accommodate every type of student. I

am left handed. For the past 4 years (not to mention my whole student lifetime), while attending

class, I have had to endure the painful experience of sitting in a universally designed right

handed desk. My left shoulder and elbow ache from having to suspend them in mid air, while I

try to coordinate and balance. I have to concentrate on resting and supporting the side of my left

hand on my paper while I frantically take notes throughout long lectures. Not all universally

designed equipment are helpful. However, having this personal experience, shapes my views on

how to best accommodate young children that are in my classroom. I know children won’t speak

up, they are too young to understand what is happening to their bodies, because I certainly did

not when I was growing up with this daily dilemma in school. This leads into another important

aspect of inclusion that I learned—it is vital to develop healthy communication with the families

and partner with them throughout their child’s stay in the class. The text offers good advice for a
SIGNATURE ASSIGNMENT 12

teaching method, “The key to effective communication with parents is to communicate

continually, not only when there’s a problem. Start from the first day of school and keep them

informed throughout the year (Learn NC, n.d.)” (p. 232)

8. How will you incorporate the information you learned from this class into your

professional practice?

There was a wealth of information I learned from taking this class that I plan on

incorporating into my professional practice as an early childhood educator. One of the most

valuable ideals I learned as an educator is to see children with disabilities as exceptional. They

are exceptional learners, participants, and discovers of the world around them. The text

mentions two principles, “First a child is above all else a child, regardless of how smart or

delayed or troubled that child may be. Second, every child is unique, different, and therefore

exceptional in one or more ways.” (p. 80) I also learned that children with disabilities have the

right to be included in educational settings with their typically developing peers. I plan on

embracing this concept and go a step further, and make sure my classroom is universally

designed to fit the needs of all my students. Not only that, while children with disabilities attend

my class, I will provide appropriate opportunities that match their learning style, and some may

need individualized attention. If I suspect a child in my class has developmental problems, it is

my role to gather data and use appropriate assessment tools and tests to determine the issues. It

is important to monitor the progress of the children regularly, so I keep informed if anything

arises. The text mentions many ways to collect data, “Assessment information is collected in

many different ways, including observation work samples, portfolios, standardized tests, and

checklists.” (p. 247) Early detection is very helpful in identifying the needs. The next step is to

communicate with the parents what the concerns are, and together we can begin seeking proper
SIGNATURE ASSIGNMENT 13

intervention for their child. When I conducted the observations on the target child of my case

study, I found it useful to take running records, anecdotal records, mental notes, and time

samples.

If I have a child with an IEP or IFSP, I know it’s my role to collaborate on creating goals

and plans that are attainable through partnerships with their family and other professionals in the

field. When we have meetings I am to bring in all my data I have collected to see the progress

the child has made. I found if I plan to embed goals often throughout the day in the target child’s

regular daily activities, along with intentionally planning, and when the child initiates

opportunities, then skills are practiced and reinforced. The text calls this ABI (activity based

intervention), “Activity-based or naturalistic intervention embeds the specialized instruction that

the child needs into the ongoing activities or an early childhood classroom.” (p. 273) ABI is

beneficial to working with the child on their goals into the learning environment. Another

important teaching approach that I plan to incorporate into my professional practice as an early

childhood educator, is using what the text describes as, “Text analysis, the process of sequencing

developmental tasks into small, incremental steps. Small-step successes gives both child and

teacher many opportunities to enthuse together about their work.” (p. 292) I also want my

classroom to be a positive environment. When challenging issues arise, I will do my diligence to

reflect on the antecedents and consequences of why the child is behaving in this manner. I will

work to find what their interests and strengths are to help reduce these behaviors.

Conclusion

Overall, through conducting the case study, reading the text, watching the videos, along

with engaging in peer discussions strengthened my efforts as an educator, and broadened my

knowledge and views of children with disabilities. Parents love and care for their children.
SIGNATURE ASSIGNMENT 14

When something is wrong, they automatically become their child’s best advocates. As a teacher,

it is wise to spend time getting to know them. From building trusting relationships, we can

develop collaborative goals for their children. In the parent interview, I found they wanted their

child to feel happy and wanted what was best for them. If recommendations are made to help

their child gain more development, they often did what it takes to provide that. For families, the

classroom should be a place their children feel included and accepted. As an educator I take my

role seriously, and will do my best to make a difference by providing high quality educational

experiences for their children. What I discovered by working with these children and their

families, is they leave a lasting impression for a lifetime. I experienced this personally at the

conclusion of the case study and interviews. The target child and family will forever be

engraved on my heart. Most importantly, I realize all children are uniquely equipped with gifts

for learning and I want to discover ways to unwrap their potential in the classroom.
SIGNATURE ASSIGNMENT 15

References

Allen, K.E. & Cowdery, G.E.(2015). The exceptional child: inclusion in early childhood

education, 8th edition. Stamford, CT: Cengage Learning.

Earlyinclusion. (2009, April 14). Specialquest christopher’s story. Youtube.com.

https://www.youtube.com/watch?time_continue=277&v=LEty6-c0cfQ&feature=emb_logo

ECED 301 Power Point. (2019). Activity based intervention: for natural environments.

ECED 301 Power Point. (2019). Joint position paper NAEYC and DEC.