EDU 626

According to the Viterbo Cross-Categorical website, " In this inclusion course, students will be introduced to exceptional individuals and investigate instructional practices that can be used in general education classrooms to improve academic performance of students with learning difficulties and disabilities. The course will focus on subjects of science, social studies, literacy, and mathematics. Students will learn about educating learners in the least restrictive environment (LRE) and the continuum of alternative placements (CAP); in addition, students will learn to utilize differentiated instruction (DI) as a means to meet the needs of all individuals in a classroom by making the learning appropriate for all."

Enrollment: Waived Course- Previously taken at UW LaCrosse

Instructor:

3 Credits

Dawn Lindauer

Cross Categorical Special Education ePortfolio Course Reflection

Viterbo University

EDU 626: Inclusive Classroom Strategies

Artifact Description: The artifact I have attached is a snapshot of a high school student. The purpose of the snapshot is to allow multiple staff members to get a quick glance at what my student needs to be successful in the classroom. The snapshot also help so that when my students encounter other staff in the building, such as the cafeteria workers, office staff, and librarians, they are aware of this student and have an idea of why they may be behaving in a certain way and what they can do to help. This artifacts aligns with Standard 2.0 "Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination." , allowing them to meet the needs of this student and keep them safe and comfortable in all school settings.

Professional Growth: Now that I have completed the Viterbo program I am aware of the benefits of inclusion. In my current district some kids are in regular education/team taught classes but many of our lowest students are in pull-out classes. My struggle is that although I know its appropriate to have my students in the regular classroom with their peers, I feel that many may not receive the supports they need to be successful. After doing some research I have decided that when I schedule my students next year I will hand pick their classes to offer them what I feel is the best learning environment. As in all schools there are teachers that do a better job creating environments where all kids can be successful. My hope is to immerse my students in a learning environment where the teachers structure their instruction to nurture multiple intelligence in a differentiated classroom.

CEC Initial Preparation Standard 1: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals.

Although I do not work in a district that embraces full inclusion I feel a deep responsibility to make every effort to immerse my students in the regular education curriculum with their peers. My schedule for next year allows me to team teach in two sections of freshman English and I plan to utilize this opportunity to provide students with differentiated learning opportunities using multiple strategies to meet all their needs.

CEC Initial Preparation Standard 2 :"Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination."

I learned the importance of creating an environment where all students can felt safe, loved, trusted and valued. I learned everything I could about my students so that we could have a relationship built on trust. I collaborated with them when they were experiencing setbacks to find out how I could help them with skills they were lagging. Each one of them knew they were a valued, important member of our classroom community and that they belong with their peers learning in that classroom community.

CEC Initial Prepation Standard 7: Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Communication is vital in all aspects of life and in the teaching realm is it essential for the success of our students. Creating the Student Snapshot allows everyone that interacts with my students to have some background and the ability to understand my students needs and behaviors. It also gives them advice on how to handle situations when they arise.

Impact on Student Learning: My students will be impacted because they will have a sense of belonging instead of feeling that they are "different" from their peers. They will make friends outside of their current circle and will be participating in the least restricted environment and actively engaged in cooperative learning activities with all the other students in our school. The staff they interact with will have the background knowledge to make the best decisions for my students based on the information I provide them with.