Elise Lambdin Ivy Tech Community College Final Project Elise Lambdin Ivy Tech Community College

INTASC Standard Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Name of Artifact: Final Project Date: May 2016 Course: EDUC 230: The Exceptional Child

Intasc Standards Brief Description: In this assignment, I was required to complete a final project that involved creating a classroom layout that show how students would engage in hands-on activities as well as creating opportunities for every student. Rationale: To document my understanding of Standard #4: Content Knowledge, I have selected to include my final project, because I was required to create a classroom layout and utilize supplementary resources that would allow students to understand information in different ways.

Classroom Space Door Small Group Cubbies Reading Area Board Personal Desks Group Desks Storage Smartboard Center

Classroom Space Before creating my special education classroom I thought back to my service learning experience as well as researching what makes a classroom functional. In my research I found that having multiple areas inside a classroom allows students with different IEPs to work on their goals (“National”, 2006). In entering my classroom you will see a personal desk section which is for students that have a hard time working in groups. For example, students with autism have a hard time interacting with others and might be better off in the personal desk section of the classroom. Then you will see a group desk section where students can work and interact with one another on experiments. This section is for students that need a group setting, visual aids and hands - on activities. After that you will see a smartboard center where students can work on their math skills, reading skills, computer skills and etc. In having this section that students can practice using technology as wells as practicing their academics in a fun way. After the smartboard center I have small group area where students can work with a special education teacher and get one on one time with the area that they struggle in. Last I put in a reading area where students can go and read or listen to a teacher read. I think this classroom space can help special education students with any area they need help in.

Exceptionalities Learners that are deaf or hard of hearing. The accommodations that I would provide to students that are deaf or hard of hearing would be ASL interpreters and captions on videos or songs that relate to the lesson (“Teaching”, 2016). In using these accommodations the student will be able to understand the verbal lessons that I am giving to the class through the ASL interpreter and if we are watching a movie the student will be able to understand by reading the captions. These are a few reasons why I personally would want to use these accommodations. In researching about these accommodations I was able to find out that having interpreters allow students that are deaf or hard of hearing time to write down notes or to process what is being said by the teacher (“Teaching”, 2006). This is another reason why using interpreters is benifital for students that are deaf or hard of hearing.

Exceptionalities In using these accommodations inside the classroom can encourage the students learning because it allows them feel apart of the class. In the text it talks about how deaf and hard of hearing students tend to stick together because they can understand each other (Hallahan, Kauffman & Pullen,2014). In having the ASL interpreters inside the classroom allows the students to get excited about learning now that they have someone that can relate to them. My teaching will need to be scaled up in order to accommodate students that are deaf or hard of hearing. The reason why my teaching will need to be scaled up is because students that are deaf or hard of hearing will need to have the general education curriculum presented in a different way than the other students.

Exceptionalities Learners that have ADHD. The accommodations that I would provide students that have ADHD would be having directions in multiple forms, technology available and keep repeating instructions (Blazer & Ager, n.d.). The reason I would use these accommodations is because students that have ADHD have a hard time sitting still and giving an assignment their full attention. In using these accommodations it gives students redirection and a way to do work in a more active way. These accommodations benefit students with ADHD because it gives them multiple ways to take in information.

Exceptionalities The reason I picked these accommodations is being I believe that that could truly help ADHD students. The one accommodation I could see myself using a lot inside the classroom is the use of technology. Technology is really popular with students now a days and allowing students with ADHD to use it might help them get through some of the lessons with out getting side tracked. I think this accommodation could encourage students because it is something they already enjoy using and now they can use it for school. I think that my teaching will need to be scale down in order to accommodate students with ADHD. Students with ADHD usually have a hard time focusing or concentrating on more than one thing at a time. I will need to scale down my lessons and curriculum in order for students with ADHD to get through an assignment.

Exceptionalities Learners that are blind or have low vision. The accommodations I would provide students that are blind or have low vision would be “copies of the presentation at their desks, verbally say what is on the screen and have large printed texts” (Willings, 2016). The reason why I would use these accommodation is because students that are blind or have low vision would be able to participate with the entire class using these accommodations. I would also use them for the fact that they “lower the interference of the disability” (Willings, 2016). These accommodations would benefit the students in a way that they feel connected to the class and allow them to participate.

Exceptionalities The reason I picked these accommodations is because I think that are the most reasonable and achievable accommodations for students that are blind or have low vision. In the list of accommodations that one that I would use the most other than the large text is verbally saying notes and information. In research it talked about tape records so the students can record the lecture and then listen to it again (Willings, 2016). I think this is a great idea and could prove to be very helpful. I think this will encourage students that are blind or have low vision because it gives them a way to interact with the class and feel a sense of normal. I think in this situation my teaching will need to scale up in order to accommodate students that are blind or have low vision. The reason I say this is because the curriculum was made for students that can see and I will need to make alterations and accommodations to make sure that they will be able to receive nothing but the best in my classroom.

Classroom Management In order to create a classroom that makes every student feel welcomed and cared for I needed to do some research on how to create a classroom strategy, climate and curriculum that encourages relationships between the students. In researching about strategies that encourage students interaction I found that “creating expectations, having cooperative learning, lunch buddies and having classroom roles” can help with getting the students to interact and form relationships (“Promoting”, n.d.). Then in researching about how to create a climate that supports interaction between students I found that “knowing students names, holding classroom meetings, encouraging journal writing and providing students an opportunity to participate in non competitive things” can help with getting students to feel comfortable and welcomed into the class (“Promoting”, n.d.). I also think that it is important to led by example and show my students how to form relationships and include everyone. These ideas are ways for me to make sure that my classroom has a family atmosphere which is something I strongly believe in.

Teacher Support In gaining more support and knowledge in this area I will most definitely be keeping in contact with the special education teacher since they will be in the building and have that experience with the child that I may need assistance with. There are many other ways to gain more support and knowledge other than just talking with the special education teacher. In my future as an educator I would use resources like the CEC Professional Development Service Team and the National Association of Special Education Teachers website. In using the CEC Professional Development Service Team they “create ongoing professional learning opportunities for special educator” (“Engaging, n.d.). I can use them to find opportunities to gain more knowledge in the special education area. In using the National Association website I will be able to watch video lectures, find courses and read about different IEP goal/standards (“NASET, n.d.). I would also find online classes from Universities that I could take to better my knowledge and understanding in special education. The reason I chose these resources is because there easy to get to and they give me multiple ways to grow and learn about special education.

Summary In taking exceptional learners this semester I was able to learn and gain more knowledge regarding different types of disabilities that I might be dealing with inside my classroom. I didn’t know a lot about deaf, blind or ADHD disabilities and in taking this course I was able to better understand how to accommodate and help these students. I really enjoyed learning about these disabilities because I didn’t know much about them so I was interested and curious to find out information regarding these disabilities. I also enjoyed watching movies and videos about Autism and other disabilities because it allowed me to have a visual to relate to the content. Overall I really enjoyed this course and I thought it allowed me to get my hands wet in special education. I thought that I learned a lot from my service learning time and from the reflection journals. These projects allowed me to think and have hands –on experience with what we were learning inside the class. This class has made me want to be a special education teacher and has given me different tools to bring with me to my future classroom.

References Blazer, B., & Ager, M. (n.d.). Classroom Accommodations for students with ADHD. Retrieved April 30, 2016, from http://www.attentiondeficit-info.com/pdf/classroom-accommodations-students-adhd.pdf Engaging the Potential. (n.d.). Retrieved May 01, 2016, from https://www.cec.sped.org/Professional-Development Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2014). Exceptional learners: An introduction to special education.(13th ed.) Boston, MA: Pearson/Allyn & Bacon. NASET Home Page. (n.d.). Retrieved May 01, 2016, from http://www.naset.org/ National Association of Special Education Teachers (NASET). (2006). Retrieved April 30, 2016, from http://www.naset.org/fileadmin/_temp_/Series_I_Part_III_Classroom_Design Teaching Accommodations. (2016). Retrieved April 30, 2016, from http://www.uvm.edu/~cdci/universaldesign/?Page=teaching- accommodations/deaf.php Promoting Positive Social Interactions in an Inclusion Setting for Student with Learning Disabilities. (n.d.). Retrieved May 1, 2016, from http://faculty.uml.edu/darcus/01.505/NASET_social_inclusion.pdf Willings, C. (2016, March 13). IEP Accommodations for Students who are Blind or Visually Impaired. Retrieved April 30, 2016, from http://www.teachingvisuallyimpaired.com/accommodations.html