Embedded Files
Connection to TPE 2 Universal and Mild Moderate Support Needs Sub-Standards
Universal
TPE 2: Creating and Maintaining Effective Environments for Student Learning
2.1 Promote students' social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.
2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.
Mild Moderate Support Needs
2.3 Demonstrate the ability to address functional limitations of movement and/or sensation for students with orthopedic impairments who may have a co-existing health impairment and/or intellectual disability but have difficulty accessing their education due to physical limitations,
2.4 Collaborate with families and appropriate related services personnel to support access to, and optimal learning experiences for, students with mild to moderate support needs in a wide variety of general education and specialized academic instructional settings, included but not limited to the home, natural environments, educational settings in hospitals and treatment centers, and classroom or itinerant instructional delivery and/or consultation in public/nonpublic school programs.
2.8 Apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment, according to students’ unique needs.
2.11 Demonstrate the knowledge, skills and abilities to understand and address the needs of the peers and family members of students who have sustained a traumatic brain injury as they
Narrative
Accommodations
My virtual classroom space was created to emulate the accommodations necessary for a class that I currently teach. One of my students is blind. Therefore she needs a braille machine and an extra desk for her support provider. She also likes to have plenty of space around her without feeling clustered (M2.3). I also have several students who have been diagnosed with ADHD or emotional disturbance. I have created a factious island within my class (Pleasant Island) where these students can go when they feel overly anxious or when they just need a moment to gather themselves (U2.1). The area consists of a bean bag chair that is isolated and surrounded by tropical images on the wall. This area allows my students to continue being productive as they often catch up on reading assignments while there.
Design
The design of my classroom is based on my style of teaching. My tables can be used for group or individual work. I have a planned schedule that I follow each week and certain days are designated for individual reading or assignments while others are designated for group work. The tables that I use accommodate my schedule and allows for my students to work in either setting (M2.8). I like to have a variety of reading material available for my students. Although I am currently teaching World History, I have certain reading material available that I feel is age appropriate and could spark interest. My desk is positioned so that I can monitor my entire classroom and so each of my students can also see me. Finally, I have plenty of visuals posted throughout my classroom. The visuals serve several purposes. Some are intended to support my established boundaries and expectations, some are to provide information about what is going on at school or the community, many are posted just to create a pleasant learning environment.
Page updated
Google Sites
Report abuse