CEC Standard 5
Beginning special education professionals select, adapt and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Reflection of my knowledge related to the standard:
I have learned in-depth about the importance of using evidence-based teaching strategies when teaching students with learning disabilities. Before selecting teaching strategies, it is important to make sure that they have been proven effective. I have learned about various sources to verify the strategies and ensure that they are effective. Some of the strategies that I have learned to be successful include direct instruction, modeling, guided practice, providing immediate feedback (both positive and corrective), frequent assessments to monitor progress, sequential and logical order of lessons, teacher prompting, cumulative reviews, teaching to mastery, and beginning instruction in the concrete stage and moving to semi-concrete and then the abstract stage.
I understand that as a special educator it is always important to have lesson plans that incorporate the different learning characteristics of all of our students. Universal Design for Learning (UDL) states that students need multiple means of expression, representation, and engagement. In other words not all of our students will be able to grasp or respond the information in the same manner. For instance, some students may be able to verbally answer questions, while other use sign language, picture cards, or eye gaze. We must find ways to reach each one of our students.
This is why it is vitally important to use evidence based strategies that will help students to use and apply the new skill across various settings and environments. To help promote generalization, I will use real life manipulatives, such as real money, as well as real life examples, such as relating word problems to real life situations. Equally important is using evidence based instructional strategies to develop and adapt material to accommodate to the individual needs of learners.
During my intense field experience, I was able to implement these strategies while teaching students with learning disabilities and found them to be very successful in helping my students’ progress toward their individualized goals. Implementing evidence-based instructional strategies allowed students to be successful which increased their self-esteem and confidence. Once students learned the skill, they are then able to apply and use the skill in any setting or situation. It is also essential to relate the skills to real-life situations whenever possible. This allows the students to make connections among concepts and fully understand its importance to their everyday life. One of the most important concepts I learned was how to individualize instruction based on the needs of the students. Therefore, choosing the appropriate instructional strategies to meet these needs is just as necessary.
I have learned the evidence bases strategies that can be used to compensate for the common characteristic of students with learning disabilities: poor perception, memory, comprehension, and retrieval. Strategies to help students compensate for poor perception include: clear presentation of the text on worksheets or materials, teaching idioms or sarcasm before using them in the classroom, and using vocabulary on the student's level. Strategies that can be used to help students compensate for poor memory and retrieval include: the use of graphic organizers, physical or verbal prompts, clearly labeled checklist or steps to follow, songs or rhymes, clear presentation and modeling of skills, and gradual release of visual prompts. Finally, strategies to help students compensate for poor comprehension include: providing students with text on their ability level to prevent frustration, oral reading of text, gradual release of pictures to help find meaning, and explicit phonics instruction to ensure students can decode words to find their meaning.
There are a variety of evidence based strategies that are scientifically proven to be effective when teaching students with learning disabilities. I have become familiar with these techniques and strategies through my course work as well as my intense field experiences. My experiences have allowed me to create and teach units and lessons using the evidence based strategies in both a small group and a more individualized setting. I have implemented various instructional and behavioral strategies and techniques that facilitate student learning.
Artifact(s) that Demonstrates my Knowledge Related to the Standard:
P-2
Children, who exhibit developmental delays in their early years, are entitled to be evaluated by Department of Education (DOE) to see if he or she needs services. If the child is found to be eligible, the DOE must work with the family to create an Individualized Education Program (IEP). An IEP is a plan that discusses the child’s abilities and states the services that the DOE will provide to meet the child’s unique needs. These services may be provided at home, at the child’s preschool or child care center, in a separate special education setting, or in a combination of settings.
The preschool years are a critically important time to provide special education services to children with developmental delays or disabilities. At this early age, children’s brains are going through their most important period of development, so this is the time when services can make the biggest impact. This following IEP shows how one preschool child will receive the services he needs to make academic, social, and emotional progress and enter kindergarten prepared to succeed.
Children, who exhibit developmental delays in their early years, are entitled to be evaluated by Department of Education (DOE) to see if he or she needs services. If the child is found to be eligible, the DOE must work with the family to create an Individualized Education Program (IEP). An IEP is a plan that discusses the child’s abilities and states the services that the DOE will provide to meet the child’s unique needs. These services may be provided at home, at the child’s preschool or child care center, in a separate special education setting, or in a combination of settings.
The preschool years are a critically important time to provide special education services to children with developmental delays or disabilities. At this early age, children’s brains are going through their most important period of development, so this is the time when services can make the biggest impact. This following IEP shows how one preschool child will receive the services he needs to make academic, social, and emotional progress and enter kindergarten prepared to succeed.
iep_preschool.pdf | |
File Size: | 2871 kb |
File Type: |
3-6
This paper documents the learnings that I experienced over the three days of the C.L.A.S.S. conference in July 2014. In it, I discuss what I gained from watching the online Power Shots, during our learning clubs and the individual sessions I attended. I connected those learnings to the Council for Exceptional Children (CEC) Standards and discussed how the learnings will ultimately impact my teaching practice. Finally, I outlined how I planned to implement the ideas immediately into my work as the Extended Day Manager.
This paper documents the learnings that I experienced over the three days of the C.L.A.S.S. conference in July 2014. In it, I discuss what I gained from watching the online Power Shots, during our learning clubs and the individual sessions I attended. I connected those learnings to the Council for Exceptional Children (CEC) Standards and discussed how the learnings will ultimately impact my teaching practice. Finally, I outlined how I planned to implement the ideas immediately into my work as the Extended Day Manager.
class_reflection_paper.docx | |
File Size: | 26 kb |
File Type: | docx |
7-12
The following is observation notes from Kristy Bixler, my Field Experience Supervisor. These notes summaries here observation of me facilitating a lesson on math skills to a small group of students with special needs. In her notes she captures each step of the lesson and comments on the instructional strategies and techniques that I used to motivate the students become independent, strategic learners.
The following is observation notes from Kristy Bixler, my Field Experience Supervisor. These notes summaries here observation of me facilitating a lesson on math skills to a small group of students with special needs. In her notes she captures each step of the lesson and comments on the instructional strategies and techniques that I used to motivate the students become independent, strategic learners.
kristys_reflection_on_lesson.docx | |
File Size: | 16 kb |
File Type: | docx |