My Role as an Advocate

What motivated you to start advocating for very young children? The needs of my own child motivated me to start advocating for children because I figured there were other parents who had the same struggles as I did and I wanted to help them get through some of the hurdles I had to face.

Why is it essential to acknowledge and foster advocacy efforts at the micro as well as the macro level? I believe many times it starts small such as a teacher changing the structure of her classroom to help students and realizes that her efforts are making a difference for other children as well.

What does it take to be a community leader on early childhood issues? To become a community leader, I believe one has to possess passion for what you want improve; not afraid to speak out on those issues, have effective communication and collaboration skills (zero)

What resources does it take to be a state leader on early childhood issues? I believe state leaders need to know the laws and legislative process of their state; be up to date with the current issues; have a community of practice that includes influential people; make children’s learning, development and well being the core focus; address children’s rights and honor diversity of all kinds in positive, constructive and courageous ways; build respectful, trusting, nurturing and equitable relationships; build respectful and genuine connections with families and communities; collaboratively develop a culture of ethical inquiry; and collaboratively create a community of learners.

What tactics or strategies do you use to mobilize others? Strategies to use to mobilize others include partnering with other groups doing similar work; conduct media events; form advocacy groups; network with others

What advice would you give to someone who was interested in taking a leadership role in advocating for young children and their families? We need more leaders to advocate for what we want and be the voice of many so remember you can’t do it alone, educate yourself and don’t be afraid to be the squeaky wheel!

Note: I had to use resources other than those selected such as Zero to Three because I could not access them.

References

http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every-child-index/every-child-vol-18-4-2012/leadership-look-like-early-childhood-settings/

Reutzel, D. R. (2013). Handbook of research-based practice in early education (p. 75). New York, NY: Guilford Press.

Exploring Roles in the ECE Community:

Local and State Levels

The following are organizations in my state, Georgia that focus on early intervention for special needs children. They provide evaluations and therapy services to help improve developmental outcomes for children. I chose them because these are places to which I would seek employment. They have been in establishment for many years and have made a significant positive impact on the lives of children and their families.

 

·       Marcus Autism Center (marcus, n.d.)

With a wide spectrum of services and evidence-based treatments, families can receive diagnosis, treatment and support in a single location. Treating patients across Georgia and the Southeast, Marcus Autism Center is the comprehensive resource for children with autism and related disorders.

·       Babies Can’t Wait (Department of Health Georgia, n.d)

a.    Provide a coordinated, comprehensive and integrated system of services for infants and toddlers with special needs, birth to 3 and their families.

b.   Provide early identification and screening of children with developmental delays and chronic health conditions.

c.   Improve the developmental potential of infants and toddlers birth to age 3, with developmental or chronic health conditions.

• Georgia Head Start (georgiaheadstart, n.d.)  

Provides education, leadership and advocacy that support Head Start programs’ efforts in delivering high quality comprehensive services to Georgia’s children, families and communities.

Unfortunately none offer any jobs I am interested which is:

Early Intervention Specialist
The skills and experience I need include considerable knowledge, competence, teaching skill and intervention planning ability in the area of child development. EIS should be skilled in trans-disciplinary team approaches and methods of best practice in early intervention. Applicant must have a Bachelor's Degree in Early Childhood Education, Special Education, Social Work, Sociology, Psychology or related field from an accredited college or university. One year of experience in the field of early childhood education, OR one-year experience working with infant and toddlers, OR one-year experience with children age birth to 5 years with disabilities. Transportation and the ability to travel between clinics and to clients' homes is required. Part-time (7 case load) and Full-time (20 case load) positions available (www.indeed.com) 

References

http://www.marcus.org/

http://dph.georgia.gov/Babies-Cant-Wait

http://www.georgiaheadstart.org/

www.indeed.com

Personal Advocacy Reflection

                             

A small sacrifice for the school but huge strides for our children!! 
That is what we all said when the principal agreed to let us parents drop our special needs children at the back of the school, where their classrooms were located. The elementary school my son

attended, like most schools, had drop off and pick up in the front of the school.

The problem for me was that my son is orthopedically impaired, wore leg braces and his classroom was in the furthest back corner of the school so at pick up his trek to the front was filled with meltdowns and drops because his braces were full of sand from the playground and irritating him (another story for another time), not to mention he is very sensory which added to his meltdowns and drops because his braces were full of sand from the playground and irritating him (another story for another time), not to mention he is very sensory which added to his discomfort.

I began to observe the other specials needs children and saw their parents having difficulty with them as well for different reasons, so I reached out to them to inquire about it. They told me their stories and I suggested we all get together, go to the principal and see if he would allow us to drop off and pick up our children at the back of the school. We, as a group gave him our reasons, and he agreed. This made such a big impact on not only the parents but the kids as well. Parents could walk their own child to class, helping them to feel more comfortable, and it empowered me to not be afraid to speak up to get the things our children deserve. I also feel it showed the other parents that when we come together as a whole, positive changes can happen.

From Passion to Action

When I Reflect About My Collegial, Professional Learning Community

When I Reflect About My Collegial, Professional Learning Community

Three consequences of my experience being part of a caring, collaborative learning community for my professional growth:

          I have gained more knowledge about the early childhood systems, how they have developed and their goals for closing the disparity gaps.

          I also have a greater respect for the families that struggle daily not only to ensure their child(ren) get quality educations, but to provide for them the best they are able.

       I am even more encouraged use my voice and advocate for the rights and needs of others. I was told a long time ago that the squeaky wheel gets the grease and I was forced to put that into motion with my own children. Now I am ready to use it to help others!

One of my goals is to stay abreast of current advocacy, policy and system development work to help children and families thrive.

I have truly enjoyed this class, the knowledge and insight I have gained, and the wonderful discussions we have shared.

My Hypothetical Family Situation

My Hypothetical Family Situation

I am married mother of 4 children; 2 girls, 2 boys, and a husband who travels 70% of the year. I was pregnant with our last child, a boy, and had to be hospitalized at 22 weeks because my cervix was dilating. After a cerclage (sewing the cervix closed), I was hospitalized to monitor myself and the baby in hopes to prevent a premature delivery. We are told the risks of delivery prior to the 27^th week are death, blindness, bleeding on the brain which will cause severe mental disabilities, and developmental delays. Our son, Xavier, was born at 24 weeks, 3 days weighing 1lb, 10oz. He was not blind but had ROP (retinopathy of prematurity) requiring laser surgery to help connect the nerves in his eyes; had no bleeds on the brain, and remained in NICU for 11 weeks. We later discovered because the umbilical cord was prolapsed and he went without oxygen for an unknown period of time, which caused a mild form of Cerebral Palsy that affected his lower extremities orthopedically, and therefore took longer for him to sit, stand and walk on his own. Xavier has been diagnosed with CP, Autism, developmental delays, and Sensory Integration dysfunction.

We are a middle class family so my husband and I decided that I would remain home because Xavier needed physical, occupation, speech and sensory therapy 3 times weekly for 30 minutes for each equating to approximately 2 hrs 3 days a week not including travel time there and back. That coupled with the having to transport and care for my other 3 children made working outside the home virtually impossible and we were ineligible to receive any government assistance for early care programs, although it would be nice to have someone to care for all our children so that we can have some leisure time. Unfortunately, finding quality dependable childcare or nanny services for that matter has proven to be quite frustrating and unsuccessful especially when I need a break or simply want to travel with my husband. My extended family support is limited because everyone had their own children to take care of and because of Xavier’s special circumstances.   

The challenges I face are having access to doctors and therapists that could accommodate Xavier needs in a timely and consistent manner; in home therapy; having a preschool that provide safe transportation to and from the school, even for half day students, resources and support groups with which to connect to get the emotional, and possibly physical help (maids, nanny) to assist in taking care of the children; in home tutors; resources to help understand our rights with regards to an IFSP and IEP and how they will affect Xavier and our family.
Colleagues, below are some questions for you to consider as I you read my situation. Please let me know if any of these apply to me:

• Have I given a complete picture of my family, or are there details missing that I should include in order to complete the assignment successfully? If so, what are your suggestions?
• Is this situation realistic?
• Are there any specific websites I should be reviewing with regard to learning about quality services and programs for my child and family in this hypothetical family situation?
• Does anyone have any thoughts, based on my specific family situation that will affect the early childhood system I am creating?

The Political Will to Improve Early Childhood Systems

The Political Will to Improve Early Childhood Systems

There are many strategies that are currently being used by advocates and/or organizations like BUILD Initiative and Head Start to influence political will toward improving early childhood systems in order to foster the well-being of children and their families. One strategy Head Start has is to encourage and facilitate parent and family participation in their child’s developmental and educational planning and implementation. The family is the most influential part in the development of children academically, emotionally and socially.

When families are truly engaged as partners, they take the lead and make decisions about their child’s learning and along with the program staff, they commit to working together on children’s behalf. This type of positive goal-directed relationship between families and program staff is critical to children’s development and school readiness.  

Another strategy with regard to diversity and equity that BUILD utilizes is supporting state leaders through tailored technical assistance, capacity building, and peer learning opportunities to help them address a number of gaps, often characterized by income, race/ethnicity, language and opportunities that exist in child outcomes, as well as in system capacity and response.

One of my many interests lie in closing the educational gaps caused by the inequities stated above and also closing the time gap between appropriate evaluation for children with special needs and implementation effective early intervention services because
All children need and deserve a care and education that will help them live to their fullest potential. They are our future and based on what I see, unless we begin to make some steep positive steps, could be bleak evidenced by the number of prisons being built in anticipation.

http://www.buildinitiative.org/TheIssues/DiversityEquity.aspx

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family