Early Childhood Education Center (Essay Sample)

Student’s Name
Instructor’s Name
Course
Date
Analysis of Student Programming: Heather Morgan
Heather’s teachers, therapists and school leaders have used different approaches in defining her. Despite these differences in approach, each has defined her as a child with a positive attitude. According to them, Heather is a child who has no limits and her interaction with teachers and other students is commendable. Heather has a positive attitude, and this makes her a child who fits comfortably. In addition, she is quick to learn, in spite of her condition. Therapists, teachers and school leaders can develop plans to accommodate her in school, and this will play a role in making her a better student.
In my understanding, Heather’s personality is quick to learn and slow to detect mistakes. Heather repeats what her sister does, not knowing if it is wrong or not. However, her slowness in identifying mistakes is because she suffers from a learning disability. On the other hand, she is flexible as she is open to change. She is also lively and trusting. She confines and binds to teachers and her liveliness is clear because she is eager to repeat what she sees, exposing the extent to which she trusts.
In view of the school-based program for Heather, there is more than one aspect that shows how the program differentiates to suit the needs of this child. For example, program teachers are always ready to change to accommodate Heather, and this is clear when she decides that she no longer needs. The school responds by withdrawing the para to make her independent. Heather is also fond of reading in a general class, and the teachers support her so that she can develop her confidence. Again, despite having a learning disability, they allowed her to run for school office, and she delivered a speech in front of the other learners. She did not however win but, this did not affect her.
As observed, Heather always wants to communicate in a normal class and function regularly in a normal basis as one of the situations that show how teachers at her center need to collaborate with each other so that they can meet her needs. Some challenges that Heather is facing are not readily available or are under the surface, and when one teacher works with her and identifies a challenge, they should share it with the rest of the teachers so that they can generate a solution together.
A critical family dynamic that has built on and has specifically supported Heather’s needs and strengths is the relationship with her family. For example, her sister Charity makes sure that she does not engage in trouble-calling activities when Heather is around as she acts as a positive role model her. Another family dynamic that is clear is the support from her family. Her mother, Barbara, supports Heather a lot, and she passes by the school all the time to know about her daughter and talk to her teachers.
In Barbara Morgan’s shoes, I will engage more with institutions and service providers that deal with children who suffer from autism. Such organizations deal with a range of needs and professionals in such organizations are more equipped with information about children with special needs (Kirk et al. 33). As they will pass this information to me, I will apply it in taking care of little Heather and ensuring that she leads a normal life.
In relation to making decisions whether to place Heather among peers vs. placing her in a one-on-one setting, a critical issue considered is the instruction that follows or guides learners in a placement (Freeman & Alkin 13). The case of complicated instructions, she will need a one-on-one placement for clarification. Another issue to consider is the need for the proposed placement (Freeman & Alkin 11). Some placements will need one-on-one setting but others command placement among peers.
There are some ways in which I can to build on Heather Morgan’s strengths as a way ...