Advocacy Presentation

Early childhood and special education teachers should understand their role as advocates for children who may have exceptionalities. Teachers can promote professional practice by taking part in professional development opportunities to explain this role and other responsibilities to their colleagues. Professional development enables teachers to stay informed of current practices and ethics associated with the discipline.

Part 1: Advocacy Presentation

For Part 1 of this benchmark assignment, create a 15-20 slide presentation in digital format (e.g., PowerPoint, Prezi) using relevant, current research to inform early childhood and special education teachers about their role as advocates for young children and their families. Address the following within your presentation:

  • Specify the importance of detecting possible exceptionalities (including disabilities and giftedness) in Pre-K through Grade 3 children.
  • Include at least three laws or policies related to identifying or providing services to children with exceptionalities.
  • Relating to the early detection of possible exceptionalities, provide at least three examples of ways in which advocating for students and families optimizes learning opportunities for young children, strengthens learning environments, and advances the early childhood profession.
  • Provide 3-5 talking points that teachers could use to inform paraeducators, tutors, and volunteers about some of the more important legal and ethical practices regarding students who may have exceptionalities and how to interact with their families (e.g., confidentiality).

Include presenter’s notes, a title slide, in-text citations, and a reference slide that contains 3-5 scholarly sources from the required readings or the GCU Library.

Part 2: Ethical Analysis

For Part 2 of this benchmark assignment, write a 250-500 word statement regarding how the advocacy role of early childhood educators (as described in your presentation) promotes compassion, justice, and concern for the common good of students, families, and colleagues and reflects the GCU College of Education’s Professional Disposition of Advocacy (provided below). Beneath the Professional Disposition of Advocacy description is a section of the GCU Statement on the Integration of Faith, Learning, and Work, which you may also (but are not required to) refer to in your response.

GCU College of Education’s Professional Disposition of Advocacy

Educators should promote positive change in schools and communities that benefit the welfare of others.

  • Actively building positive relationships with the students.
  • Engaging students in conversations beyond the scope of the classroom.
  • Taking time to understand student issues and concerns.
  • Assisting students in finding resolutions to their problems.
  • Guiding students through the problem-solving process.
  • Seeking to understand the issues and challenges facing students.
  • Sincerely getting to know the students’ interests and needs in their context.

GCU Statement on the Integration of Faith, Learning and Work:

WE BELIEVE that Jesus Christ is both Savior and Lord and that all who follow Jesus should seek His Kingdom and His righteousness in relation to all aspects of human experience, including culture and society. Therefore, we have resolved to carry out our work within the public arena with compassion, justice and concern for the common good.”

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Standards and program competencies assessed in this assignment:

COE 5.1: Engage in ongoing, collaborative professional development from the early childhood education/special education field to inform practice in order to maximize learning outcomes for all students. [CEC 6.4; NAEYC 6a, 6c; InTASC 9(a), 9(b), 9(c), 10(a), 10(b), 10(f)]

COE 5.2: Model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies. [CEC 6.1; NAEYC 6b; InTASC 9(o), 10(i)]

COE 5.3: Analyze ethical decisions that promote the common good for students, families, and colleagues that are consistent with the Christian worldview. [MC 3]

COE 5.5: Integrate relevant, research-based perspectives on early childhood education/special education to promote professional practice. [CEC 6.2; NAEYC 6d; InTASC 10(h)]

COE 5.6: Engage in informed advocacy to optimize the learning opportunities for young children, strengthen the learning environment, and advance the early childhood profession. [CEC 6.5; NAEYC 6e; InTASC 10(j), 10(k); MC 2]

COE 5.7: Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6; InTASC 10(n); MC 2, MC 3]

Discuss how genome-wide association studies and brain imaging have contributed to our understanding of synesthesia.

Case Study

CHAPTER 5 Beyond Mendel’s Laws

Long QT Syndrome

Roger Maxwell is very health-conscious. He runs, swims, and hikes; follows a low-carbohydrate diet; and generally feels great. He sees a physician when he needs to, in addition to annual physical exams at the large company where he is an engineer. He’d never allow himself to get so out of shape that heart disease would be a risk. Because of his strict adherence to this healthy lifestyle, Roger is surprised when a medical intern, gazing at his yearly electrocardiogram (ECG) at his work physical, clearly picks up on something.

“What? What are you looking at?” Roger blurts out while buttoning up his shirt.

“Oh, it’s probably nothing.” But she doesn’t look like it’s probably nothing.

“The heart murmur? My mom’s been telling me about it since childhood. Not a big deal. The doctors called it something last year, something I never heard of.”

“Did you check it out?” asks the intern.

“Nah. It wasn’t bothering me, so I forgot about it. Why? What’s wrong?”

“Well, maybe you should ask the doctor to explain it again and suggest what to do.”

“About what?”

“The doctor will explain it. Please don’t worry, though,” says the intern as she rushes off to the next patient.

Roger’s electrocardiograms had in fact been showing that he has had long QT syndrome, and not a heart murmur, for many years. The doctor explains that this is a problem with the heart’s rhythm, and not its valves. Roger goes home and Googles long QT syndrome right away. What he finds concerns him enough to alert his relatives.

Long QT syndrome is a lengthening in the time that it takes the ventricles (the lower two heart chambers) to recover after a contraction, called the QT interval on an electrocardiogram. This delay is called torsade de pointes, and it causes lightheadedness upon standing or even fainting, as blood pressure drops when the heart rhythm becomes abnormal. If the arrhythmia turns into the more erratic condition called ventricular fibrillation, it can be deadly. Some cases of sudden cardiac arrest in people who apparently do not have heart disease are in fact due to long QT syndrome. This may have been the case with Roger’s aunt, Amelia, his mother’s sister, who died at age 34 of what was thought to be a heart attack, but, now Roger realizes, was more likely an arrhythmia. Still, with only one affected relative, Roger had never thought of his aunt’s early demise as a family history, especially since his mother is healthy.

Roger reads that in people with some forms of long QT syndrome, fatal arrhythmia can be triggered by intense emotions or a sudden loud sound. The first recorded case of the condition was a little girl, who collapsed dead when her teacher suddenly yelled at her. Her older brother had died in a similar circumstance. Suddenly, Roger remembers that his daughter Sheila faints very easily. She even passed out once at a rock concert because she got so excited. He’d never panicked over it because his mother fainted easily, too. A pattern was emerging.

Long QT syndrome is caused by mutations in any of at least 10 genes that encode either proteins that form parts of ion channels (potassium, sodium, or calcium) or proteins that affect the functioning of these channels. Ion channels control the spread of nerve impulses and the resulting muscle contraction. The time for the heart’s recovery after a beat, called repolarization, extends the period when ions are trapped inside heart muscle cells because the channels are blocked, too slow to open, or too quick to close in people who are at elevated risk due to inheriting a mutation. People with long QT syndrome can experience arrhythmia if they take certain drugs that prolong the QT interval. These drugs include certain antibiotics, antidepressants, and diuretics (“water pills”).

Roger reads about the different genes and drug combinations that cause long QT syndrome on Wikipedia, and then he scans www.genetests.org  to find labs that test for all of them. Only then does he make an appointment with a cardiologist, and he arranges to have his blood and that of his daughter and mother sent to one of the labs. Two weeks later, he learns that they all have a dominant mutation in a gene called HERG (for “human ether-a-go-go”) that causes long QT syndrome type 2 (LQT2). Even healthy family members could have inherited the mutation, because 15 percent of people with long QT syndrome do not have symptoms. The concern is their increased risk of developing symptoms in the future—perhaps suddenly.

QUESTIONS FOR RESEARCH AND DISCUSSION

Discuss how incomplete penetrance, variable expressivity, pleiotropy, and genetic heterogeneity can affect the severity of a disease in a family.

A person can lower risk of preventable types of cardiovascular disease by exercising regularly and following a diet low in saturated fats and simple carbohydrates and high in fruits and vegetables. Why are these approaches ineffective against long QT syndrome?

Explain how the molecular bases of the various forms of long QT syndrome make genetic heterogeneity very likely.

Synesthesia Revisited

Peter Maxwell is lucky. In addition to his beautiful red shiny hair and musical gifts, he has escaped the family’s long QT syndrome and is a synesthete. However, he isn’t entirely convinced that he has his genes to thank that musical notes appear colored to him. Instead, he worries that it was his experimentation with LSD in the 1960s and its persistent effects that have caused what appears to be synesthesia—he can’t remember when he first noticed it.

List the evidence that Peter’s synesthesia is not the result of his LSD use.

Discuss how genome-wide association studies and brain imaging have contributed to our understanding of synesthesia.

Suggest an experiment that can distinguish whether synesthesia is inherited or a learned behavior.

Lewis, R. (12/2009). Case Workbook for Human Genetics, 9th Edition. [VitalSource Bookshelf Online]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/0077461576/

Concepts and Applications

Case Study

From your course textbook Case Workbook to Accompany Human Genetics: Concepts and Applications, read the assigned case study in the following chapter:

  • “Beyond Mendel’s Laws”
    • “Long QT Syndrome”

In a 3- to 4-page Microsoft Word document, create a work sheet by answering the Questions for Research and Discussion provided for each case study.

Cite any sources in APA format.

 

 

Assignment 2 Grading Criteria Maximum Points
Submitted the document for the case study in “Long QT Syndrome” and it contained the following:

  • Description of how incomplete penetrance, variable expressivity, pleiotropy, and genetic heterogeneity can affect the severity of a disease in a family.
  • Analysis and justification for why approaches, such as exercising regularly and following a diet low in saturated fats and simple carbohydrates and high in fruits and vegetables, are ineffective against long QT syndrome (LQTS).
  • Explanation for how the molecular bases of the various forms of LQTS make genetic heterogeneity very likely.
40
Used correct spelling, grammar, and professional vocabulary. Cited all sources using APA format. 10
Total: 50

Examine the table showing the “Warning Letters Search Results”.  What are the different centers (3) in the FDA that that issue GLP warning letters?

Go to:

http://www.fda.gov/default.htm

o   Under “Recalls and Alerts”, click on “Warning Letters”

o   Under “Ways to View/Browse Warning Letters”, type GLP in the search box. Click on “Search”.

o   Examine the table showing the “Warning Letters Search Results”.  What are the different centers (3) in the FDA that that issue GLP warning letters?

 

Go to:

http://www.fda.gov/ICECI/EnforcementActions/WarningLetters/2010/ucm222775.htm

Summarize and comment on specific GLP violations by SNBL in the warning letter (specific actions/activities or lack thereof).

o   From the first paragraph, the inspections are conducted as part of which FDA program?

o   Which personnel has “primary responsibility to establish appropriate policies and procedures intended to ensure the quality and integrity of nonclinical safety data for FDA submission”?

o   Within how many business days of the Warning Letter receipt is SNBL supposed to respond to the FDA issues?