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Molly Craig attended an RTI (Response to Intervention) talk at Butler. She also attended school staff meetings about RTI and preparing for ISTEP. Craig: how do special education educators create learning environments that foster cultural understanding, safety, emotional well-being, positive social interactions?
Molly Craig attended an RTI (Response to Intervention) talk at Butler. She also attended school staff meetings about RTI and preparing for ISTEP. Craig: how do special education educators create learning environments that foster cultural understanding, safety, emotional well-being, positive social interactions?
Molly Craig attended an RTI (Response to Intervention) talk at Butler. She also attended school staff meetings about RTI and preparing for ISTEP. Craig: how do special education educators create learning environments that foster cultural understanding, safety, emotional well-being, positive social interactions?
11 April 2015 Professional Development On February 2, I attended an RTI (Response to Intervention) talk with Dr. Kelli Esteves at Butler. She discussed the basics of RTI and how important RTI is in general education. Her most important point was about the misconception that RTI is only used for students with exceptionalities. Instead, RTI can be extra support for students without exceptionalities along with being a way to document the process that could possibly lead up to special education intervention. In addition to this, I attended school staff meetings about RTI and preparing for ISTEP. I also attended PLC (Professional Learning Community) meetings for different grades throughout the semester. I also attended a staffing in downtown Indianapolis to advocate for a better learning environment for one of my students with autism. Below are my responses to how the professional development and experiences Ive had helped me learn more about special education and grow as a special education teacher. How do special education educators actively create learning environments that foster cultural understanding, safety, emotional well-being, positive social interactions, active engagement of individuals with disabilities, and valuing of diversity? My cooperating teacher and I advocated to come up with the best learning environment for a student with autism when he was struggling to become successful academically, socially, and emotionally in his general education classroom. The student exhibited behaviors of non-compliance, physical aggression, and verbal aggression towards adults and his peers alike. His behaviors were preventing his own learning and the learning of others. We had a BIP in place, a rigorous reward system, and specific documentation of his behaviors every day to present to the members of the staffing downtown. We gave them a specific overview of the student and the issues hes having in his current learning environment to advocate for an
alternate environment or extra assistance. The members of the staffing saw
the needs of the student, but unfortunately did not have the resources to provide the student with an assistant or enough evidence to send him to another school that would best support his learning. Instead, they changed his day to a half day in an attempt to create an environment that best suits him and his peers. Since the meeting, my cooperating teacher, his Kaleidoscope representative, and an autism specialist meet weekly to discuss the students progress, digression, and possible changes that can be made to better suit the student and his learning. How are special education educators active and resourceful in seeking to understand how primary language, cultural, and familial backgrounds interact with the individuals exceptional condition to impact the individuals academic and social health, attitudes, values, interests, and career choices? Special education educators are active in seeking to understand the aspects that interact with a students exceptionality when they see that a student is struggling academically, socially, or emotionally even though there are extra supports included in their educational plan. When a teacher sees that a student continues to struggle, it is their job to search for what may be causing that student to struggle, whether it stems from problems at home, within their neighborhood, or within themselves. In order to search for the cause, a teacher should contact the parents to learn more about what may impacting the student. The teacher could also have a conversation with the student to build a trusting relationship about what could be impacting their education. How do special education educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community? Beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school
community because different cultures have different beliefs, traditions, and
values. Its important as a special education educator to understand these differences and be open to these differences. In my experiences at Ralph Waldo Emerson School 58, Ive realized how important it is to build respectful and trusting relationships with students. In most of my students culture, respect, respect, trust, and building relationships are vital. In order to support a student in their educational growth, their physiological needs, safety needs, and feeling of belongingness needs to be met first. To meet these needs, the special education teacher must understand the differences in beliefs, traditions, and values of that student and how to bring the differences together. How do special education educators understand that culture and language can interact with exceptionalities and can be sensitive to the many aspects of diversity with students who have disabilities and their families? Special education educators have to understand that some students will struggle academically if their primary language is not English. A teacher must get to know her students and their needs to be able to teach them what they need to move forward with their learning. In my experiences with an ESL student, I recognized that the student must first learn the letters of the alphabet and the sounds they make in the English language before he could be taught how to decode words and read. By getting to know my student and his needs, I was able to help him progress even with the difficulty he had with the English language. How will I work as a teacher who works with students with disabilities actively plan and engage in activities that foster your professional growth and keep yourself current with evidence-based best practices? 1. School districts often offer, or sometimes require, professional development within the district. Whether required or not, I plan on
attending professional development within the school district I work in
to better my craft. 2. Along with district-wide professional development, the state and nation offer conferences for special education teachers as well. I plan on attending these to get a wider perspective on special education on the state and national level. 3. Eventually, I plan on going back to school to continue my education and get my Masters Degree. By going back to school, I will be given the opportunity to improve my daily teaching and learn how to become a better educator for my students. 4. One of my greatest goals is to become better at implementing technology into my classroom. At the IACTE banquet I attended for Outstanding Future Educators in Indiana, I learned about some new technologies that are out there for teachers to implement into their classroom. I hope to attend more professional development conference like that to learn more about how to implement technology. 5. I will continue to follow certain groups and organizations on social media as a way to keep myself current and up-to-date with teaching in special education. As an undergraduate student, Ive learned that social media can be one of the best ways to keep up with whats going on in education.