Creates developmentally appropriate and challenging learning experiences based on each learner’s strengths, interests, and needs.
As a Special Educator, it is important that I am able to gather and use information about students to determine their stage of development. Assessments, testing, and the child's educational history help me to determine the strengths and weaknesses of the student, as well as make accommodations and modifications as needed. To demonstrate my work in this area, I have included a case study of one of my students. For this case study, I compiled all of the information in her file including previous tests, IEPs, and medical history. The case study includes several categories. The first is background, which includes family history, developmental history, academic history, and social history. The second is achievement/cognitive which includes the results of previous and current testing. The third is observation, where I record my own experiences with my case study student and give enough information for a future teacher to have an introduction to that student. The case study ends with a formal report, which summarizes my findings and includes recommendations for my case study student. This study allowed me to use all information including testing, observation, and parent interviews to determine my student's level of development and to make recommendations to support my student in the future. I am also including a video of my work with a student. This student struggled with adding multi-digit numbers. This video includes baseline data, data collected throughout instruction and the adaptations that were made to the materials and the sequence in which the steps were taught.
Collaborates with families, colleagues, and other professionals to promote student growth and development.
Collaboration has been one of my most important tools, especially as a first year teacher. This year, I have a student whose needs are requiring me to stretch and seek for support from parents and colleagues who can provide their perspectives and experience. This student is seven years old, but is developmentally closer to the level of a 5 year old both academically and socially. His previous educational experiences at another school took place in self-contained classrooms with a one-on-one aid. Our efforts to expose him to his typical same-age peers and to an inclusive 2nd grade classroom have not been successful. Collaboration first began with the para-professionals who worked with me in supporting this student. As my student's behavior became more severe, we met with his parents. We were able to gain a clear understanding of their goals for him and the reasons why they chose our school. It became clear that this student was not yet ready to be in the inclusive classroom. I submitted our notes and met with the Special Education Director, the Curriculum Coordinator, as well as my esteemed professor, Shamby Polychronis. We created the following Room 6 Game Plan. This plan was submitted to the Assistant Director and the Director, who met and created the final draft of our game plan that was presented to the school at the next staff meeting. My hope for this document and the development of the intervention space is that the intervention space plan will prevent students being placed there unnecessarily. Ultimately, the role of the intervention classroom is to help students build the skills they need to be successful in an inclusive setting, while providing a plan for students to be integrated into inclusive classrooms. The collaboration that has occurred and will continue to occur will positively affect both current and future students at our school.