10S2: Collaborate with families and others in assessment of individuals with exceptional learning needs.
As part of my Assessment Report I planned to conduct a parent interview about my case study student. In my attempt to conduct an interview over the phone with my student's mother, I left two voicemails that went unanswered. As a follow up, I also sent an email to explain my purpose in finding out more about her son, but that went unanswered as well. Although she was not interested in conducting an interview, I did learn a lot from that experience. Without the interview from the parents I felt I was missing pieces of information that I could have used in teaching my case study student throughout the semester. Incorporating that collaboration piece when assessing a student is extremely important in gaining a full understanding of the students strengths and weaknesses. Had I been able to talk with the parent of my case study student, I might have been able to better understand his home-life and the situations he encounters on a day to day basis. In knowing this, I could have created math lessons that were meaningful and applicable to his life. Throughout the semester we talked about the importance of meaningful lessons being applicable to the situations student's see in real life, not just lessons that are engaging. |
10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.
Assisting student's to be an active member of their own learning is an important aspect of teaching for my MT and I. For our EI students, we use many of the strategies discussed in the Jolivette article titled, Making Choices, Improving Behavior, Engaging in Learning. Providing our EI student's with choice making opportunities in their tasks, schedule, demands, and rewards gives them a voice in their educational plan. |
10S8: Model techniques and coach others in the use of instructional methods and accommodations.
On 10-19-12, we had a discussion on accommodations for students with ADHD. The strategies we covered in class such as systematically teaching students how to attend (squaring their body, leaning forward, focusing eyes), seat students in an area that is free from distractions, keeping assignments and workspace in an area that is free from distraction, assigning a peer tutor, using color cues, allowing additional time to complete assignments, and using timer are things I use in the Learning Center every day. On 10-25-12, my MT and I had a meeting in which we demonstrated these accommodations and instructional strategies to teaching in the building so that they could incorporate those strategies into their classroom with ADHD students.
On 10-19-12, we had a discussion on accommodations for students with ADHD. The strategies we covered in class such as systematically teaching students how to attend (squaring their body, leaning forward, focusing eyes), seat students in an area that is free from distractions, keeping assignments and workspace in an area that is free from distraction, assigning a peer tutor, using color cues, allowing additional time to complete assignments, and using timer are things I use in the Learning Center every day. On 10-25-12, my MT and I had a meeting in which we demonstrated these accommodations and instructional strategies to teaching in the building so that they could incorporate those strategies into their classroom with ADHD students.