Watch the video Driving Science-Based Innovation to Strengthen the Foundations of Lifelong Learning, Behavior and Health (Shonkoff, 2013) and imagine yourself as a presenter at an early childhood summit in your local community. Next, identify your role in the field of early childhood. For example, you might be a teacher, teacher educator, researcher, or policy maker. Then, identify the audience to whom you will be presenting and consider what they might be interested in learning about brain development in relation to language and literacy. Also consider what you—as the presenter—would like them to learn and why. Last, identify three to five current scholarly resources that you might share with the audience during your presentation.
As you work on your Assignment, refer to Chapter 4 of your Course Text and the articles presented in this module’s Learning Resources.
Note: Because both of your Assignment options use voiceover, you are required to submit the transcript for your presentation. If you create a PowerPoint with voiceover, you must use the “Notes” section to transcribe the words that you speak on each slide.
Q: Why are scripts and notes required?
A: People who have vision, hearing, or speech disabilities (“communication disabilities”) use different ways to communicate. For example, people who are blind may give and receive information audibly rather than in writing, and people who are deaf may give and receive information through writing or sign language rather than through speech.
The ADA requires that title II entities (state and local governments) and title III entities (businesses and nonprofit organizations that serve the public) communicate effectively with people who have communication disabilities (U. S. Department of Justice, 2014). The goal is to ensure that communication with people with these disabilities is equally as effective as communication with people without disabilities.
• Includes key concepts about brain research as it relates to language and literacy development
• Provides a rationale for the audience explaining why the information is relevant to them
• Draws on and cites current research and scholarly articles
• Recommends at least three current resources and/or websites that your audience would find informative
Cite appropriate references in APA format to substantiate your thinking.
As you work on your Assignment, refer to Chapter 4 of your Course Text and the articles presented in this module’s Learning Resources.
Note: Because both of your Assignment options use voiceover, you are required to submit the transcript for your presentation. If you create a PowerPoint with voiceover, you must use the “Notes” section to transcribe the words that you speak on each slide.
Q: Why are scripts and notes required?
A: People who have vision, hearing, or speech disabilities (“communication disabilities”) use different ways to communicate. For example, people who are blind may give and receive information audibly rather than in writing, and people who are deaf may give and receive information through writing or sign language rather than through speech.
The ADA requires that title II entities (state and local governments) and title III entities (businesses and nonprofit organizations that serve the public) communicate effectively with people who have communication disabilities (U. S. Department of Justice, 2014). The goal is to ensure that communication with people with these disabilities is equally as effective as communication with people without disabilities.
• Includes key concepts about brain research as it relates to language and literacy development
• Provides a rationale for the audience explaining why the information is relevant to them
• Draws on and cites current research and scholarly articles
• Recommends at least three current resources and/or websites that your audience would find informative
Cite appropriate references in APA format to substantiate your thinking.
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