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Respond to your colleague in the following ways:
1-Compare your own state’s (or locale’s) standards regarding college and career readiness to those of a colleague. (FL)
2- Provide feedback on the role of a special educator in addressing these standards for students with exceptionalities.
3-Give an additional example of an evidence-based strategy that supports college and career readiness.
Roziel’s Post:
Chinese Standards on College and Career Readiness
In China, particularly concerning students with disabilities, college and career readiness (CCR) is informed by various laws and regulations emphasizing inclusive education, equal access, and support services. The Law of the People’s Republic of China on the Protection of Disabled Persons, the Higher Education Law, and the Special Education Promotion Law collectively advocate for an educational framework that recognizes and accommodates the needs of students with disabilities (Zhao, 2020; Li, 2019; Wang, 2021). The Ministry of Education has highlighted the importance of creating inclusive educational environments and has implemented guidelines to promote accessibility in higher educational institutions (Ministry of Education, 2020).
These regulations influence CCR standards by prioritizing holistic educational approaches that encompass not only academic success but also social integration and preparation for employment. This framework aims to empower students with disabilities, ensuring they have the skills and support necessary to transition successfully into higher education and the workforce.
School Alignment with Chinese Standards
As a kindergarten, our practices focus on the foundational skills necessary for primary school, aligning with the broader Chinese standards for college and career readiness. We incorporate play-based learning and inclusive teaching strategies that foster social skills, cognitive development, and emotional well-being—key components for students’ future success (Brand, Valent, & Danielson, 2013).
For instance, we emphasize the development of self-regulation, communication skills, and teamwork through group activities and structured play. This aligns with the principles outlined in the Special Education Promotion Law, which advocates for early intervention and specialized teaching approaches tailored to the needs of all learners (Wang, 2021).
Role of Special Educator in Addressing CCR Standards
As a special educator, my role is pivotal in recognizing and addressing the unique needs of students, ensuring that our instructional practices align with enabling their CCR. By integrating differentiated teaching strategies and personalized learning plans, I provide individualized support that meets the specific learning styles and needs of students with disabilities. This approach is consistent with the Chinese standards of fostering inclusivity and tailored support (Liu & Chen, 2018; Zhang, 2022).
Moreover, I emphasize communication with parents and caregivers about the importance of early educational experiences that contribute to long-term outcomes, reflecting practices that are endorsed within the educational regulations in China (Dougherty, 2014).
Evidence-Based Strategy: Play-Based Learning
One evidence-based strategy I would implement is play-based learning. This method uses play as a context for learning to cultivate essential skills like problem-solving, collaboration, and self-regulation. Play-based learning is supported by research indicating its effectiveness in facilitating cognitive and social-emotional development in young children (Knorad et al., 2014).
This strategy aligns with China’s college and career readiness standards as it promotes the holistic development of students. By engaging in play, children can explore their environment, interact with peers, and develop communication skills—all critical competencies that contribute to their readiness for further education and the workforce. In applying this strategy, we are not only laying the groundwork for primary school success but also adhering to the inclusive educational goals outlined in Chinese legislation by ensuring that all children, including those with disabilities, have the opportunity to thrive in a supportive learning environment (Ministry of Education, 2020).
Adhering to China’s legal framework on disability rights and education provides a robust foundation for college and career readiness standards in our kindergarten. By implementing play-based learning and employing differentiated instruction strategies, we can effectively prepare all students, especially those with special needs, for future academic and vocational success in line with China’s commitment to inclusive education.
References
Brand, B., Valent, A., & Danielson, L. (2013). Improving college and career readiness for students with disabilities. Retrieved from http://www.ccrscenter.org/sites/default/files/Improving%20College%20and%20Career%20Readiness%20for%20Students%20with%20Disabilities.pdf
Dougherty, C. (2014). Catching up to college and career readiness: The challenge is greater for at-risk students [Issue brief]. Retrieved from http://files.eric.ed.gov/fulltext/ED546855.pdf
Knorad, M., Keesey, S., Virginia, A.R., Alexeeff, M., Chan, P. E., & Peters, M.T. (2014). Setting clear learning targets to guide instruction for all students. Intervention in School and Clinic, 50(2), 76-85.
Liu, X., & Chen, Y. (2018). Support services for students with disabilities in higher education: A comparative study. Journal of Higher Education Policy and Management.
Ministry of Education of the People’s Republic of China (2020). Guidelines for the Construction of Inclusive Education in Higher Education Institutions.
Wang, T. (2021). Inclusive education in China: Opportunities and challenges. International Journal of Inclusive Education
Zhang, L. (2022). Transition from higher education to employment for students with disabilities in China. Asian Journal of Vocational Education and Training
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