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Part 2 Completed by Week 10 Write a 6 page advocacy plan using the requirements and problems listed in the advocacy plan documents

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Part 2 Completed by Week 10

Write a 6 page advocacy plan using the requirements and problems listed in the advocacy plan documents. Keep in mind, your advocacy plan will be informed by the “Preparation Guide for the Advocacy Plan” paper you completed during Week 9.

Note: Key components of the advocacy plan include:

·Section 2.1: Executive Summary

·Section 2.2: Graphic or Diagram

·Section 2.3: The Advocacy Plan

o2.3(a): Problem Statement, Policy Issue, and Solution

o2.3(b): Stakeholders

o2.3(c): Problem/Policy Issue Current Status

o2.3(d): Alliances/Coalitions/Partnerships

o2.3(e): Goals (S.M.A.R.T.—Specific, Measurable, Attainable, Realistic, and Timely)

o2.3(f): Tactics and Tools (Messaging)

Refer to the “Advocacy Plan Requirements” document for the specific requirements of the key components of the advocacy plan.

Rubic:

Section 1: Preparation Guide for the Advocacy Plan
• Definitions – Advocacy and Diversity
• Problem Statement
• Policy Issue
• Research-Policy and Law Principles
• Conclusion- Leadership

 

Section 2.1: Executive Summary
For each of the five selected pieces of significant special education case law, paper concisely synthesizes how it supports one or more of the three foundational statues.

 

Section 2.2: Graphic or Diagram
Illustrates the advocacy plan.

 

Section 2.3: Advocacy Plan
• Problem Statement, Policy Issue, and Solution
• Stakeholders
• Problem/Policy Issue Current Status
• Alliances/Coalitions/Partnerships
• Goal (S.M.A.R.T.)
• Tactics and ToolsRunning head: PREPARATION GUIDE FOR ADVOCACY PLAN Preparation Guide for Advocacy Plan-Outline Student’s Name Institutional Affiliation Instructor’s Name Date 1 PREPARATION GUIDE FOR ADVOCACY PLAN 2 Introduction Special education and diversity list among the critical issues targeted in this preparation guide for advocacy. The guide will outline the members of the society that are affected by the problem, plus a policy issue that will focus on solving it. The research on the problem will be evidence-based to ensure that the desired policy is achieved through this guideline. The plan's target will be on the desired policy that will indicate the role of leaders in such matters. Diversity Diversity refers to representing cultural components such as origin, age, gender, and physical and psychological ability. In special education, diversity focuses on environmental factors such as language, religion, race and socioeconomic affiliation. Diversity can also refer to the uniqueness in each individual characterized by personality and experiences (Yakymchuk, 2018). Academic diversity is a common issue that affects the quality of education as learners come from different cultural backgrounds. The training of educators on the significance of diversity is essential as all the unique aspects are combined to form quality teaching processes. Some of the crucial elements in diversity are respected for others' practices and teamwork to eliminate any offensive differences and learn from each other. The preparation of an advocacy plan aids in educating people on the significance of working together to create a rich common ground (Asrial et al, 2019). The main challenge that students from different cultural backgrounds face is the lack of a common language. The linguistic difference affects communication and cognitive freedom, which is considered a form of inequality. The barrier resulting from cultural diversity among learners calls for the preparation of common ground at schools and workplaces. Leaders in different organizations need to understand that diversity is a tool that can make a good PREPARATION GUIDE FOR ADVOCACY PLAN 3 forum. People from different origins can bring ideas together to come up with excellent plans (Francis et al, 2017). Advocacy Advocacy refers to the whole process that focuses on calling for action to eliminate a particular problem. Advocacy is essential in promoting aspects that solve issues related to diversity in schools and other common grounds. Advocacy can also define an incidence where one stands to defend a specific action that he/she believes is right. Some of the advocacy contexts are at the family level, workplace, programs, private sector, and political grounds. The different contexts focus on promoting a specific action right in the society and eliminates any form of discrimination (Rose, & Gage, 2017). The passion to be in the education sector eases the ability to encourage advocacy, especially when dealing with children. Children form a vulnerable part of society that must be protected to achieve national goals. Some children require special education, which is in most cases not offered due to political and social barriers. As an advocate, the main goal is to ensure that all children at the individual and family level get the opportunity to acquire quality education regardless of their mental and physical state. Learners will disabilities are often left out when education-related policies are made, which now calls for advocacy. In this case, advocating for equal rights and adequate facilities to accommodate disabled students within the learning institutions is essential (De Nobile, 2018). Preparation of an Advocacy Plan Advocacy requires one to have a goal that they desire to achieve at the end of the process. The leading advocates are leaders that desire to transform society by accommodating diversity to achieve equality. Leaders can influence the public; thus, they must always be on the look for PREPARATION GUIDE FOR ADVOCACY PLAN 4 desirable changes (Martin et al, 2018). Some of the areas that require advocacy from leaders are in social development and fighting for human rights, especially among the vulnerable members of society. Leaders should collaborate with other people to educate the public on the significance of equal treatment among learners in need of special education. The advocacy should begin at an organizational level, such that the public can see the impact of a particular element. For instance, in school, the leaders should advocate for special facilities to ensure that learners with special needs get equal rights (Anderson, 2017). The main goal of advocacy is to air out other people's interest by suggesting the most suitable solution. Leaders have a role in advocating for the people's interests under their guidance to build an equal ground despite the element of diversity. Policy Issue Due to the lack of provision of professional development at school, most teachers are never prepared to teach diverse learners at school. Some students with disabilities receive negative perceptions from their educators and fail to receive an appropriate education as expected from IDEA (Zirkel, 2017). Some students in the LRE are included in a setting that makes their situation even worse as they fail to gain knowledge appropriately (McLeskey, 2017). There is still a lack of enough preparation for teachers, even though the preparation process for teachers has changed. To meet the needs of learners with learning disabilities, there is a need to ensure effectiveness in teachers. Motivating teachers is also essential in providing that teachers can handle a student with or without disabilities easily. The NCBL (No student is left behind) lives for a prescription for highly qualified professionals, which lead to a high level of achievement (Arishi et al, 2017). PREPARATION GUIDE FOR ADVOCACY PLAN 5 Litmus Test The policy issue states that the Litmus test is necessary as they believe that a child must be taught to row and all students can learn without any limitation. Teachers are enhancing their teaching qualities, leading to more students achieving their academic goals. There is a need to update FAPE to ensure that the achievement of the quality teaching goal. There is a need to include more ours for teachers to learn particular education policies and add three courses to expand the knowledge. Some of the courses I suggest that can be added to the curriculum include particular education theory and practice, the evolution of special education and law on special education (Thompson, 2017). Research- Policy and Law Principles According to Simas (2020), leaders should know the policy and understand the ideas and thoughts. It challenges one to believe their intuition if they see that the approach can positively influence them. Establishing better professional advancement around inclusive practices for educators creates a positive transformation. The outcomes of this [positive change may surge self-efficacy for teachers and higher learner's attainment (Billingsley & Bettini, 2019). I appraised my perspectives on the influence that teacher preparation's inadequacy has on the learner's success. After a lot of research, I noted that this is an actual problem and if given priority, there would be a positive impact on the schools. The reflective part of this phase is what helped me majorly because it pushes one to set everything precisely before getting into anything (Nurabadi et al, 2020) Values PREPARATION GUIDE FOR ADVOCACY PLAN 6 Simas (2020) describes values as the magnitude to which personal views concerning the policy affect or hinder it. Besides, it beseeches one to contemplate the beliefs and values of other societies and critical shareholders. These values have a crucial impact on the proper planning, progress and enactment of any policy (Carson, 2017). In the process of contemplating my values concerning the matter of instructor preparation., I placed myself in the instructor's shoes who is having difficulties in affecting lessons and implement practices. In addition, I found it necessary for me to comprehend how frustrated I could be as a learner who is not in a position to acquire the content being instructed. Still, as a parent, I would be wondering if my child has poor performance because of limited content access. I noted the significance of the segment going forward would be in ascertaining that the conversation had each of the stakeholders had a voice at the table. The instructors' perspectives need to be listened to regarding their thoughts on teacher preparation, and this might be what Simas (2020) says as a "value judgement verses a preference judgement". Professional Knowledge and Wisdom Wisdom is a valuable aspect of a teacher's knowledge as it helps in making decisions. Educators must apply wisdom to versus professionals’ decisions that will impact all learners positively. Knowledge and wisdom are essential in serving learners with special needs as they require attention and professionalism. Teachers must be willing to learn through training to boost their knowledge of handling learners with special needs (Sweigart & Collins, 2017). Exploration Teachers should explore to understand the programs that benefit all students despite the particular needs. Learners in a classroom are diverse, and it calls for the teacher's ability to PREPARATION GUIDE FOR ADVOCACY PLAN 7 generate a solution that will solve any differences. Teachers can prepare programs that are unique but accommodative to ensure that all learners have equal opportunities (Richardson, J. G., & Powell, 2020). As a specialist in the education sector, some teachers still face challenges in identifying the characters of their learners as they do not pay adequate attention. The training institutes should offer teachers sufficient time for practice theories taught concerning managing diversity among learners. Some teachers have difficulties in transiting from one approach to another, which affects the productivity of learners. Teachers should be practice exploration by ensuring that advocacy plans are prepared as part of class management (Hurwitz et al, 2020). Moral Principles Some of the sources of moral principles are theories that focus on advocating for ethics. The theories define right and wrong, which happens to be consequential. As an advocator, I focus on the last theory of the normative approach that calls for good results (Danylova & Salata, 2018). The consequential theory advocates for teachers to offer quality education to learners that will benefit society. The moral principles of each teacher count in ensuring that all learners with disabilities get special education (Ladenson, 2020). Conclusion In conclusion, I am to endure that the FAPE regulation adheres to the guidelines of appropriate public education. There is a need to ensure that teachers have enough learning hours for efficient, professional development. Transformational Leadership provides that their longterm goals lead to a change, where teachers embrace values and emotions while facilitating learning at school. All stakeholders require involvement in the change process to be a straightforward implementation of all the steps. The change theory embraces the need to make a PREPARATION GUIDE FOR ADVOCACY PLAN vision, build an action team, compel a case, promote change through efforts, expect change, and celebrate success. 8 PREPARATION GUIDE FOR ADVOCACY PLAN References Anderson, M. (2017). Transformational leadership in education: A review of existing literature. International Social Science Review, 93(1), 4. Arishi, A., Boyle, C., & Lauchlan, F. (2017, December). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. British Psychological Society. Asrial, A., Syahrial, S., Kurniawan, D. A., Subandiyo, M., & Amalina, N. (2019). Exploring Obstacles in Language Learning among Prospective Primary School Teacher. International Journal of Evaluation and Research in Education, 8(2), 249-254. Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744. Carson, R. L., Castelli, D. M., & Kulinna, P. H. (2017). CSPAP professional preparation: Takeaways from pioneering physical education teacher education programs. Journal of Physical Education, Recreation & Dance, 88(2), 43-51. Danylova, T., & Salata, G. (2018). The ecological imperative and human nature: A new perspective on ecological education. Interdisciplinary studies of complex system, (12), 17-24. De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416. Francis, B., Connolly, P., Archer, L., Hodgen, J., Mazenod, A., Pepper, D., ... & Travers, M. C. (2017). Attainment Grouping as self-fulfilling prophesy? A mixed methods exploration 9 PREPARATION GUIDE FOR ADVOCACY PLAN 10 of self-confidence and set level among Year 7 students. International Journal of Educational Research, 86, 96-108. Hurwitz, S., Perry, B., Cohen, E. D., & Skiba, R. (2020). Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities. American Educational Research Journal, 57(2), 576-611. Ladenson, R. F. (2020). Moral Issues in Special Education: An Inquiry Into the Basic Rights, Responsibilities, and Ideals. Rowman & Littlefield Publishers. Martin, S., Horgan, D., O’Riordan, J., & Christie, A. (2018). Advocacy and surveillance: primary schools teachers’ relationships with asylum-seeking mothers in Ireland. Race Ethnicity and Education, 21(4), 458-470. McLeskey, J., Council for Exceptional Children, & Collaboration for Effective Educator Development, Accountability and Reform. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children. Nurabadi, A., As’ari, A. R., Prihatnawati, Y., & Budiarti, E. M. (2020, December). Preparation and Implementation of Standard Operational Procedures as An Effort to Improve Leadership of Schools as Learning Leaders. In 1st International Conference on Information Technology and Education (ICITE 2020) (pp. 9-13). Atlantis Press. Richardson, J. G., & Powell, J. J. (2020). 5. The Institutionalization of Special Education Systems and Their Divergence over the Twentieth Century. In Comparing Special Education (pp. 164-198). Stanford University Press. PREPARATION GUIDE FOR ADVOCACY PLAN 11 Rose, C. A., & Gage, N. A. (2017). Exploring the involvement of bullying among students with disabilities over time. Exceptional Children, 83(3), 298-314. Simas, S. K. (2020). Teacher induction policy: a case study of implementation in a county office of education. Sweigart, C. A., & Collins, L. W. (2017). Supporting the needs of beginning special education teachers and their students. Teaching Exceptional Children, 49(4), 209-212. Thompson, P. A. (2017). Effective Leadership Competencies of School-Based Special Education Administrators. Journal of Special Education Leadership, 30(1), 31-47. Yakymchuk, O. (2018). The representation of a legal entity by its head in criminal proceedings in the aspect of the introduction of advocacy monopoly. Actual problems of law, (1), 167172. Zirkel, P. A. (2017). The Complaint Procedures Avenue of the IDEA: Has the Road Less Traveled by Made All the Difference? Journal of Special Education Leadership, 30(2), 88-97. EDDD 8071/EDSD 7071/EDPD 8071 Leading Change in Special Education: Advocacy, Policy and Law Advocacy Plan Paper Requirements Once you have completed the “Preparation Guide for the Advocacy Plan” paper for this module’s assignment, you will have conducted thorough leadership reflection and research about an existing policy issue or a desired policy issue to inform a professional advocacy plan. The advocacy plan requirements should be reported in the following order: 1. An Executive Summary summarizing the key features of the advocacy plan (1 page) 2. A Graphic or Diagram illustrating the advocacy plan (1 page) 3. An Advocacy Plan with Citations addressing in detail each of the seven requirements in this document. Advocacy Plan Requirements: 1. Problem statement a. Include a minimum of three scholarly citations clarifying the existence of the policy issue 2. Policy issue (Solution) a. Establish the vision of your advocacy plan/policy issue b. Include a minimum of three scholarly citations supporting your chosen policy issue to solve the problem. 3. Stakeholders a. Identify who the stakeholders are in the policy issue and how they are relevant to the issue. 4. Policy Issue Current Status a. Explain where the policy issue is in the policy process and what your advocacy will do to advance the policy process 5. Alliances/Coalitions/Partnerships a. Identify potential allies in the advocacy effort for your policy issue and how they may be helpful to the cause 6. Goals (S.M.A.R.T.*) a. Identify five S.M.A.R.T. goals of your advocacy plan. b. For EACH goal, you must state: i. Who is accountable for the goal? ii. What is the desired outcome? iii. What level are you seeking the change – local, state, federal, global? iv. When do you want to meet the goal? v. How and when will progress be measured? 7. Tactics and Tools (Messaging) a. Name at least three tactics/tools you will use to make your goals known and/or gain support for your policy issue. Your Advocacy Plan Paper assignment must be 5- to 7-pages in length. *S.M.A.R.T. goals are Specific, Measurable, Attainable, Realistic, and Time-bound. For more information, see the handout in this module’s Learning Resources. Note: For this assignment, you are required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete this assignment.