CHILD 14 Barstow CC Someone Who Thinks They Want to Be a Teacher
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
CHILD 14 Barstow CC Someone Who Thinks They Want to Be a Teacher
1-After reading chapter 10, how would you explain what inclusion is and why it is good for children and families to the
following:
Someone who thinks they want to be a teacher but doesnt believe they can handle teaching in an inclusive classroom.
The family of a child with special needs.
The family of a child that is having a hard time with changes in the classroom after a child that has a special need
joined the class.
Did your explanations differ from one of your colleagues in class? Why or why not?
2-After reading chapter 9, what experience with or knowledge do you have about policies that specific early education and care program and schools have on head lice? Are (or were) those policies no nits or in line with the
recommendations above?
3-There are many activities that we can do in the classroom to demonstrate health care with children.
Consider the following situations. Should each child be excluded from care or not? If so, why and when should the childreturn? If not, what should the teacher/caregiver do? Please be sure to answer each question.
1. Marios dad drops him off and lets Ms. Michelle know that he is a little under the weather. He is not running a fever,
but has a mild cough and a runny nose. But he ate a good breakfast and has a pretty typical level of energy.
2. About an hour into the day, Li vomits. Mr. Abraham checks and she has a fever of 101.3°. She looks a little pale and
just wants to lay down. As he goes to call Lis family, she vomits again.
3. When Latanya goes to change Daniels diaper she notices a rash on his stomach. She checks his temperature and he
is not running a fever. He is not scratching at it or seemingly in any discomfort. She remembers that he has a history of
eczema and contact dermatitis.
4. Apurva wakes up from naptime with discharge coming from a slightly swollen and bloodshot right eye. She tells Ms.
Maria that her eye hurts and is kind of itchy.
5. Now, come up with your own examples of a child that should be excluded from care and that should not automatically
be excluded.
This assignment supports student learning objectives 1, 2, 3, 4, and 5.
Please mention the sources in each articleCHILD 14 Barstow CC Someone Who Thinks They Want to Be a Teacher
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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CHILD 14 Barstow CC Someone Who Thinks They Want to Be a Teacher