EDU 629

Dawn Lindauer

EDUC 629 -Godar

Teaching Students with Learning Disabilities

Spring 2018

Artifact Description:

One artifact that I have chosen for this course is my Specific Learning Disability Power Point. My task was to create a power point for my area of expertise to share with both parents and regular education staff. The information would help in gaining a better understanding of the disability as well as who qualifies, teaching strategies in both the regular education and special education settings, what goals might look like, and most importantly how the disability impacts the child and their ability tom learn and grow. As a former regular education teacher, I can honestly say that having this resource would be very beneficial in creating a successful learning environment for all kids.

My other artifact is my Universal Design lesson plan. I created a lesson plan using the Universal Design principles, which helped me, reach the multiple learning styles, needs, and preferences of my students in an inclusive classroom where all students benefit from the instruction model. The UDL framework ensures that all student get the same opportunities to learn and encourages teachers to design lessons to meet the needs of all students. This artifact aligns with 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. " because each student that enters the classroom has a different learning style and different needs this plan allows for all students to participate in the learning experience and find success.

Professional Growth:

Prior to taking EDUC 629, I did not feel confident in describing or talking about disabilities that my students had. I was lacking the knowledge and resources I needed to feel confident as a special educator. Throughout this course, I have learned a great deal from my classmates as well as from the research required to complete the assignments in this course. This class provided an avenue for continuous collaboration in which we shared valuable resources, ideas, and struggles.

The book, Lost at School was very eye opening as well. As I read the book, I started to reflect on my interaction with some of my students. I realized that the non-negotiable approach to struggling students was ineffective. Instead, I could create an environment in which kids felt that their input mattered and that I genuinely cared about them by implementing Plan B. I started to put post it notes on my desk to remind me to use Plan B, which is a collaborative approach to solving their issue. The Marzano book, The Art and Science of Teaching, was also a great read and offered an abundance of teaching strategies. Many that I am already using but a great reminder on best teaching practices.

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.

Throughout this course, I gained the knowledge needed to provide all students with educational opportunities that fit their learning styles and needs. I realized that although students have exceptionalities they can be engaged in the same activities and learning experiences as their peers. Using the Universal Design for learning principles, I am able to offer all students the same experiences in an inclusive environment while meeting their needs as individual learners.

CEC Initial Preparation Standard 6: Beginning special education professionals use foundational knowledge of the field and their Professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

I have been in the education field for many years and always have had a desire to continue learning. This course provided me with multiple opportunities to collaborate with my classmates to discuss issues and share ideas for best practices. One task was to create a power point or brochure to describe our area of disability. This was a great assignment because it provided the opportunity to learn about many disabilities that were not in my area of expertise. During the course, I focused on my area of disability but felt that I gained a great deal of knowledge about the other areas through collaboration with my classmates. Lifelong learning is essential in teaching. It is imperative that we continue to learn and grow with our students.

Impact on Student Learning:

This course has positively affected my students in many ways. Not only have I learned a variety of new teaching strategies, but also I have come to understand the importance of the word collaboration. Prior to this class collaboration was something I did with my colleagues. Now I collaborate with my students. After reading Lost at School, I realized the importance of collaborating with my students to learn how to help them with their lagging skills. Prior to this class, I had a no tolerance for disrespectful behaviors and now I realize that that temporary behavior is not what is important! Helping this child learn to overcome the obstacles that get in the way of their learning is what really matters! I am empowered and grateful for this learning experience and my students are too. The impact on my students has been amazing. They now have a supportive teacher that cares about what happens in the future and we are able to solve issues without complete frustration. Our classroom is a compassionate places where all that enter thrive and feel valued.

Resources:

Greene, Ross W. Lost at School: Why Our Kids with Behavioral Challenges Are Falling through the Cracks and How We Can Help Them. New York: Scribner, 2014. Print.

Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria: ASCD, 2007. Print.