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EDSP 493-H01 -Supervised Internship in Special Education Fall 2024
Nevada State University
K-4th Grade General Education, Self-Contained and Resource
Table of Contents
Background Information and Teaching Philosophy...1
Resume ...2
Teaching Artifacts ...3-6
Classroom Resources ...7
Student Work ...8
Conclusion ...9
Background Information and Teaching Philosophy
Educational History
My journey to becoming an educator began in Armenia, where I was born and raised. Growing up, I developed a passion for working with students of different abilities, a dream that would eventually bring me to the United States.
My formal education began in Armenia, where I completed both elementary and middle school. Later, I moved to Russia with my family, where I pursued higher education in economics and sales management. Though this path provided me with a strong foundation in communication and management, my passion for education and working with diverse students continued to guide my goals.
Pursuing my dream to become an educator, I moved to the United States, where I began my college journey at the College of Southern Nevada in Las Vegas. After completing foundational coursework, I transferred to Nevada State University. There, I earned my degree in Elementary Education with a concentration in Special Education, a program that equipped me with the skills and knowledge to work effectively with students of varying abilities. Each step in my educational journey has enriched my perspective and strengthened my commitment to fostering inclusive and supportive learning environments for all students.
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Teaching Philosophy
Education plays a vital role in every individual’s life, and every child, regardless of ability, deserves an accessible and meaningful educational experience that addresses immediate and future needs. I believe that students with special needs can succeed academically and socially when they are placed in the least restrictive environment. In this setting, they can thrive by acquiring new skills with an educator's support and by building independence. All students—regardless of gender, ethnicity, or type of disability—deserve equitable educational opportunities.
In my classroom, I prioritize creating a positive and inclusive environment where each child is valued, respected, and encouraged to reach their full potential. I believe that all children are unique individuals with distinct strengths and needs. A nurturing, supportive atmosphere is essential for students to feel comfortable, learn, and grow. Parents, too, should feel confident that their children are safe and respected within this environment. My focus is on students’ strengths, using them as building blocks for progress, which benefits their overall educational journey. This approach empowers students, fostering resilience and a sense of accomplishment.
I also believe in the power of positive reinforcement and find that celebrating students' achievements—whether big or small—helps build their confidence and encourages continued success. Furthermore, I employ Direct Instruction as an effective teaching strategy, as it provides structure and clarity, benefiting students both with and without disabilities. By breaking down learning into manageable steps, I ensure that all students, regardless of their learning style, have the support they need to succeed. A positive learning experience should be engaging and enjoyable, as I believe learning is most effective in a supportive environment. Building strong interpersonal relationships with my students is one of my top priorities; by showing them respect, kindness, and support, I aim to earn their trust and respect in return. Through these relationships, I strive to cultivate a classroom community that encourages growth, curiosity, and joy in learning.
Teaching has always been my passion, and I am dedicated to helping my students succeed both in and out of the classroom. My goal as an educator is to play a pivotal role in their achievements and be a part of their journey. With over six years of experience working with children, including those with different abilities, I bring knowledge and empathy into my practice.
Diana_BaziyantsCastillo_Resume (3) (1).pdfResume
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Teaching Artifacts
01 NSU Lesson Plan Template. 5.9.23.docx3
Lesson 11 Vocab.pdfStandard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction.
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to inform the teacher’s ongoing planning and instruction.
For this lesson, I have created a worksheet to check students' understanding of the power words and their meanings. This formative assessment was carefully crafted with two different assessing strategies - three multiple-choice questions are useful for assessing students' ability to identify correct meanings, recognize nuances, and distinguish between similar options. They allow for a quick evaluation of understanding across multiple students. The word bank supports vocabulary recall and contextual understanding. Students can demonstrate their knowledge in a less structured format, which is particularly effective for learners who benefit from scaffolded support. This dual approach with visual support ensures that the assessment captures a more comprehensive picture of each student's understanding while accommodating different learning needs.
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Phonics Lesson 10.28.docxStandard #1: Learner Development. The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses an understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard #3: Learning Environments. The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
This lesson was created for a small group of students with learning differences. Activities like finger-stretching sounds, using real-world examples, and focusing on a single vowel sound (/i/) ensure the lesson is cognitively accessible for young learners.
The gradual progression from recognizing sounds in isolation to applying them in text-reading challenges students while remaining within their zone of proximal development. The lesson plan explicitly incorporates strategies for students with ASD or SLD, such as breaking tasks into smaller steps, providing clear language, and offering direct modeling. The lesson promotes differentiation instruction by incorporating alternative pacing and breaks to accommodate varied attention spans and processing needs, ensuring that all students can participate fully. Students' active engagement was promoted by engaging in tasks like identifying words in a passage, physically sorting cards, and hands-on exploration of sounds to ensure students are actively involved.
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Pumpkin Racer.docxStandard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
The lesson aligns with key RI.2 and SL.2 standards, promoting deep engagement with nonfiction text ("Pumpkin Racer") while addressing key details, main ideas, and technical procedures. Language and content objectives are clearly defined, ensuring students practice literacy and collaborative skills simultaneously. The introduction connects to students' prior experiences with pumpkins, anchoring the lesson with relatable, familiar ideas. Support for diverse learners (ELL students and students with 504 plans) ensures inclusivity and accessibility. The Inclusion of multimedia tools, collaborative conversations, vocabulary exploration, and differentiated strategies builds a rich and supportive environment for student learning.
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Classroom Resources
MTSS
MTSS
During my student teaching experience, I have attended all professional development meetings held by the school. One of them was the MTSS training, during which I built a better understanding of The Clark County School District's implementation of a Multi-Tiered System of Supports (MTSS), a comprehensive, evidence-based framework that integrates academic, behavioral, and social-emotional learning to ensure equitable access and success for all students. MTSS utilizes a data-driven, collaborative approach to provide tailored interventions and high-quality, standards-based instruction. Programs such as RTI (Response to Intervention) for academic needs, PBIS (Positive Behavioral Interventions and Supports) for behavior management, and RethinkEd for social-emotional learning equip schools with tools to address diverse student needs. Schools using MTSS have demonstrated better outcomes in attendance, behavior, and overall student success compared to non-implementing schools.
School-Wide SPED Training
School-Wide SPED Training
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Student Work
Kindergarten math practice sheet
Interactive writing activity
Writing Practice
Daily grammar practice
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Conclusion
My student teaching experience was enriching and insightful. I thoroughly enjoyed the opportunity to work with both students and staff, building meaningful connections that enriched my time in the classroom. Throughout the experience, I gained valuable knowledge about effective teaching strategies, classroom management, and the importance of fostering a positive learning environment. This hands-on practice deepened my passion for teaching and helped me feel more confident and prepared for my future career as an educator!
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