Description: In teaching diverse students it is imperative that we appropriately accommodate and modify for the range of students we may have. This assignment allowed me to explore that further. As any teacher knows, the variety of students we see day to day and year to year is extraordinary. With that being said, it is not only important we know how to modify, but when to modify too. 

Connection to Illinois Teaching Standard 1: When working on this assignment I was made more aware of the reasoning accommodations and modifications. This paper also assisted me in using different strategies and approaches in assisting diverse students. This helps me to not only help my students with IEP's, 504's, etc. This was specifically connected to performance indicator, (1H) "analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement." In turn making this a huge step in preparing me for a classroom with a wide range of abilities and backgrounds.

Self-evaluation: When looking back at this assignment it really helped in guiding me while lesson planning. Especially in special education I am seeing students of all ages, backgrounds, etc. and the need to diversify my lessons has been high demand. To make sure all my students needs are met I need to actively over prepare and being educated in ways to do so was very beneficial to me.

Description: This assignment really allowed me to explore some of the disabilities that I have personally worked with as a paraprofessional in more depth. This allowed me to look beyond the broad scope of Executive Function but rather hone in on the specifics of Executive Dysfunction for each individual student. This could provide some insight to future educators on Executive Dysfunction in their own classrooms. 

Connection to Illinois Teaching Standard 1: This paper allowed me to really explore the academic experiences of those who have Executive Dysfunction. This standard refers to cognitive impact on learning which we normally think of critical thinking barriers. In this case Executive Functions are relevant in the process of learning basic mental skills that have been suppressed in some way. This as stated in knowledge indicator (1D) helped me to "understands the impact of cognitive, emotional, physical, and sensory disabilities on learning and communication pursuant to the Individuals with Disabilities Education Improvement Act ." 

Self-evaluation: I really appreciated being able to write this paper and enjoyed learning about Executive Dysfunction. I have had a lot of experience as a 1:1 paraprofessional with many of the characteristics that I learned about while researching Executive Function. The opportunity to better educate myself has been very rewarding and has expanded my understanding for the type of students I will be potentially working with in the future.