SSESSMENT TASK 2 –FOCUS REPORT-DETAILS –WORDCOUNT1500 Words for each...

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SSESSMENT TASK 2 –FOCUS REPORT-DETAILS –WORDCOUNT1500 Words for each studentWEIGHTING40%REFERENCESMinimum 6 –HarvardStyleAT2 DESCRIPTIONStudents will choose one of three video case studies providedonline, and using the details in that case study write a critical eflective report on developing inclusive teaching and learning practices for a child with a disability.Students will need to draw from relevant legislation, contemporary literature, ECA Code of Ethics and the VIT Code of Conduct to critically examine their legal and ethical responsibilities to provide inclusive education for the child in the Case Study selected.Students will then design a teaching/learning experience in one developmental domain(i.e. social, physical, socioemotional, cognitive) that pomotes inclusion and equity for that child, highlighting challenges and issues in the planning of educational experiencesand with consideration to the ways in which the issues are addressed through transformative learning and teacher agency.Students will eflect on their teaching practices relevant to the inclusive educationof the child through the design of teaching/learning experience.NOTE: Assignment requirementsoInclude a cover letter or header including name, student ID and Unit Code Word Doc or PDFoSpacing –1.5oFont Size 12-Accurate use of Harvard referencing style throughoutoAcademic writing style, sentence structure and grammaoMarking criteria addressed3AT2STEP BY STEP GUIDESTEP 1 –Choose a Case Study (available on Cloud)Choose a case study/child You will find 3 case study videos in the ‘Assessment Task 2: Case Studies’ folder. Watch all three videos and choose one to be the focus of your assignment STEP 2 –IntroductionIntroduce the child and the disability Provide an introduction on the child, their family, the disability and any other information you feel is relevant to the child’s learning and your teaching practices. STEP 3–Legislation & PolicyOutline your legal and ethical teaching obligations Using relevant legislation, contemporary literature, ECA Code of Ethics and the VIT Code of Conduct outline your legal and ethical responsibilities to provide inclusive education for the child in your case study. STEP 4 Learning Experience PlanDesign a learning experience Design a learning experience in one developmental domain (i.e. language, physical, sociemotional, cognitive) that promotes inclusion and equity for that child in your classroom. STEP 5ChallengesHighlight challenges and how they were addressed Highlight some potential/known challenges in the planning/implementation of your learning experience, and describe how they were addressed/overcome. STEP 6 Learning Experience SummaryDescribe how the learning experiences supports learningDiscuss how your chosen learning experience for the child is based on concepts of inclusive education, and the learning the child will likely receive from engagement in your teaching experience. STEP 6 –ReflectionConclude by writing a critical reflection on the role of the teacher in developing inclusive teaching practices and learning experiences for a child with a disability and the entire classroomcase Studyhttps:www.youtube.com/watch?v=sZu1CwSfm0g1. Early Childhood Australia 2014, Code of Ethics, ochure, Deakin West, ACT2. A Child with Blindness 2012, Video recording, Café Mom Studios, Melbourne3. United Nations International Children’s Emergency Fund 1991, Convention on the Rights of the child, New York City4. United Nations 2008, Convention on the Rights of Persons with Disabilities, New York City5. Plows & Whitburn 2017, Inclusive Education – Making Sense of Everyday Practice, Sense Publishers, Vol.7, Rotterdam6. Field, H 2012, Sports and Recreation for Yung Blind Children, Retrieved 20 January 2019 https:nfb.org/images/nfpublications/ffr31/3/fr310304.htm7. Batshaw, M, Roizen, N, Lotrecchiano, G 2014, Children with Disabilities, edn 7, Brookes Publishing, 8. Victorian Cuiculum Assessment and Reporting Authority 2017, Victorian Cuiculum Foundation-10, Retrieved 22 January 2019 victoriancuiculum.vcaa.vic.edu.au

Olivia · Accepted Answer

CRITICAL REFLECTIVE REPORT ON DEVELOPING INCLUSIVE TEACHING AND LEARNING PRACTICES FOR A CHILD WITH A DISABILITY
Table of Contents
Introduction	3
Legislation & Policy	3
Learning Experience Plan	4
Challenges	5
Learning Experience Summary	5
Reflection	6
References	7
Introduction
Visual disability disrupts the natural course of life so to speak. Especially when diagnosed in children such disability leads to impaired cognitive growth, lack of life skills and lack of common understanding. In this context, my case study is based on a 5 year old girl child called Emma Planson. Emma’s parents Lori are Scott are members of the Alabama Association for Parents of the Visually Impaired (AAPVI). Emma was born with a rare eye condition called bilateral microphthalmia in which the eye is under developed from birth and gradually develops in some cases as the child grows.  
Lori and Scott had a normal pregnancy but when their first born Emma came into the world they soon realized that Emma did not open her eyes at all. The doctors confirmed that it was indeed bilateral microphthalmia and that their daughter was somewhat blind. They told the Planson family that as Emma grows the remnants of her eyes will also grow and that she might be able to have at least partial vision. At age 5, Lori says that Emma has developed only partial light and color perception. In spite of her visual impairments, Emma is an active kid who enjoys gymnastics and Girl Scouts. People suffering from bilateral microphthalmia have abnormally small eyes, and for a small girl like Emma it seemed like impossible to be a gymnast. It was essentially Lori’s decision to enroll her child in a gymnastics class and she says it was helped Emma tremendously in life. Gymnastics has helped Emma to strengthen her upper body, which is often weak in people that are blind. The instructors at Mountain Brook Gymnastics have done an excellent job in providing an inclusive gymnastics class for children with physical disabilities. Children like Emma are largely benefited by these exercises and helps them to mix with children of their age that are not physically impaired (A Child with Blindness, 2012).
Legislation & Policy
To endorse the highest values of teaching practice, The Victorian Teaching Profession’s Code of Conduct (revised in 2015) and the Early Childhood Australia (ECA) CODE OF ETHICS have been developed for and by the teachers in order to reflect a shared principle about conduct, practice and ethics that has to be applied. To enable the registered teachers to maintain their ethical decisions and for the establishment of higher quality of behavior which is expected from the teaching community the VIT and ECA are considered gold standard of code of ethics. These provide a clear understanding that relies on the fundamentals that every child has unique strengths and interests and has the capacity to make certain contributions for their communities. Children must be regarded as citizens from their birth with cultural, civil, linguistic, economic and social rights.

SSESSMENT TASK 2 – FOCUS REPORT - DETAILS – WORD COUNT 1500 Words for each student WEIGHTING 40% REFERENCES Minimum 6 – Harvard Style AT2 DESCRIPTION Students will choose one of three video case...

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