SPOTLIGHT
Below you will find a collection of work that represents my growth over the course of my master's program. My work generally falls into three categories: specialized instruction, community building, and technology integration. I selected specialized instruction to highlight my work in developing curriculum and instruction for students with exceptionalities. My community building artifacts showcase my increased ability to engage all aspects of the school community and advocate for my students. Finally, my technology integration artifacts display my increased competencies in using technology to enhance and deliver specialized instruction. When viewing the artifacts, you will see that the content, while specific to students and courses, represents an overall growth and development of my attitudes and practices as a special education teacher. The artifacts reflect knowledge gained, perspectives changed, and practices adjusted in my teaching career.
SPECIALIZED INSTRUCTION
ABC PROJECT WRITE UP
Analyzing behavior is a critical part of differentiating instruction to suit all learners. This artifact follows a detailed behavior case study on a student, followed by a plan for intervention. This exercise in behavior analysis helped me to develop my objective observation skills as well as translate data into meaningful behavior plans to address behaviors preventing student learning.
AUTISM CASE STUDY REPORT
Students will autism spectrum disorder (ASD) require careful evaluation and instruction in a public school setting. This project highlights my ability to apply knowledge of ASDs and their criteria. It also reflects my deepened understanding of the Individuals with Disabilities Education Act (IDEA) and the Diagnostic and Statistics Manual (DSM) as it relates to public school special education.
BUILDING COMMUNITY
TECHNOLOGY INTEGRATION
REPURPOSED LESSON PLAN
This project challenged me to take a lesson that I would normally teach and re-frame it by integrating technology. I was able to use my knowledge of the Technological Pedagogical Content Knowledge (TPACK) framework to create a modified lesson that provided more accommodations for my students, more chances for engagement and repetition, and increased my technological literacy. This synthesis of knowledge was critical in my development as a virtual teacher during the COVID-19 Pandemic, but its impact carries into my classroom teaching as well.
DIGITAL STORY TELLING PROJECT
Digital story telling platforms provide an access point for many students in the classroom as well as many opportunities for engagement. For this project, I created a social story about rules and laws for my students. The digital storytelling format allowed me to create a story that could easily be accessed by students who may not be reading, and a tool for quick repetition and repeated access. Integration of technology in this manner is something that I continue to do in my teaching practice as I strive to build independent learners.
PROFESSIONAL DIOLOUGE INFOGRAPHIC
In this artifact I analyzed the difference between disconnected and intersectional dialogue in a school to community setting. This project challenged me to analyze the type of communication that were happening at my school and re-frame those conversations in ways that were inclusive, empathetic, compassionate, and encouraged further engagement
ADDRESSING PROBLEMS OF PRACTICE WITHIN MY SCHOOL COMMUNITY
In this project proposal, I identify a problem of practice in my school as inequities in the individualized education program (IEP) process. I propose a comprehensive plan that involves training teachers, engaging with parents, and including student voice over the course of a year. This project allowed me to take my ideas surrounding the IEP process and integrate ideas for meaningful change within my school community.
AUTISM SPECTRUM DISORDER PROFESSIONAL DEVELOPMENT
Building school community involves sharing what you have learned with others for the benefit of the students. I presented a professional development on characteristics and teaching strategies for students with autism spectrum disorder (ASD). I synthesized what I had learned about this exceptionality to provide a simple, easy to digest/implement piece of information for my peers. This also gave me a chance to start a conversation at my school about best practices when it comes to educating our students with ASD.