216+EC+Programs,+School+and+Social+Change


 * ===Objective: ** Discuss the importance of listening attentively to family members as they share observations of child behavior or skills and record the information for considerations in planning activities. **===

=== CHD 216 Implementation Checklist - Faculty: click on link to fill out checklist online at end of semester. ===

[]

ACTIVITY GUIDE for FACULTY (OPTIONAL RESOURCE) []

=
Use the handout to reflect on relationships you have had with professionals in your life (4-3a). What made them positive or negative experiences? How can you bring your own experiences to your work with families? Give at least 3 examples. =====

1. View the Video' Arcelly and Elizabeth'[[image:video.png width="37" height="32"]]
[|http://www.vcu.edu/partnership/specialquest]

2. Answer questions from the Guided Viewing:

 * []

//Specific questions// for group discusion of the video 'Arcelly and Elizabeth' [[file:Training guide for Arcelly and Elizabeth.docx]]
|| Rubric for Assignment One:

= Assignment Two =
 * === Resource : CONNECT Module 2: Transitioning in Early Childhood Education (OVERVIEW)===



[] Primary website for faculty
[] Primary Website for students

This CONNECT module is designed to help students to understand differing perspectives in regards to including children with disabilities environments from early childhood programs throughout the community. Tools and strategies for students are provided to teach about transitioning children with disabilities into their own classrooms. Students are provided scenarios and activities to help gain confidence in their ability to think through what children and parents need in order to create a smooth transition into preschool.

(This video is a litle dry but does explain transitioning. You may want to stop at some points to discuss the difference between part c and preschool)
=== ***Suggested videos to complement this activity: These videos provide two points of view concerning transition. Video 2.1 is from the teacher’s point of view and Video 2-2 is from the teacher’s point of view ===

[]

Activity 2-B -Use Handouts for effective transition planning
===After reviewing a sample transition plan (2.1 blandk and 2.2 completed), below, students will identifty how the information provided can support the child and family as they adjust to a preschool environment. Students are provided a handout ( 2.3) to aide them in creating a transition profile for Tamiya, including supports that Tamiya might need to make a smooth transition into preschool.===

[[image:vaparaprofessionalearlychildhoodtrainingproject/guide.png width="85" height="66" align="left"]] Activity Guide for Instructor
[]

2.1 Sample Transition Profile (Blank) []

-This handout is a tool learners can use for transition planning. It is a form to be completed by the sending practitioner and family with questions that can help identify specific skills, needs and supports to help plan for child engagement in the new environment and child’s adaptation to the structure and culture of the new environment.

2.2 Sample transition profile: (Completed) []

Activity for Students: Transition Profile for Tamiya
[]

[[image:hand_outs.png width="56" height="54" align="left"]]
[]

[|h][|ttp://community.fpg.unc.edu/connect-modules/resources/handouts/CONNECT-Handout-2-6.p]

Activity 2-C
In this activity, learners build from activity one as they view photos of Tamiya’s new classroom and identify the specific physical supports available and areas of need for additional supports to support her adjustment

Activity Guide for Faculty
[]
 * Activity for Students**

(Class or Blackboard Discussion)


[] || = =
 * (Provides feedback from the activity above in the form of identifying physical supports in the same environment the students were given to complete activity 2.5a)**
 * Assignment Two Rubric**

[]
This handout provides students with the legal requirements in regard to transitioning services

= =