1. Exceptional Learners ~ final project ~
Tracy Gucinski
Ivy Tech Community College

2. Classroom Layout
My classroom environment will be well organized with an open concept. I will be able to see students from any place in the room. There will be clear pathways for accessibility and ease of movement. There will be community seating to promote cooperative learning and respect for diversity. Centers and work areas will be kept neat and organized so that all learners will know where and how to locate materials.

3. Accommodations in the classroom
ADHD (Attention Deficit Hyperactivity Disorder)
Direct Instruction
Brain Breaks/Energy Outlets
Emotional/Behavioral Disorders
Focused Instruction
Choices
Autism
Structured/Consistent Routine
Weighted Vest
For students with ADHD (Attention Deficit Hyperactivity Disorder), it is very important to have a classroom routine that is structured and uses direct teacher instruction. When the classroom routines and activities are clear and predictable, the student can follow the lesson better and is not over stimulated by an excessive list of instructions. (Hallahan, 2015, p. 222). I would do this by keeping a daily calendar posted in the classroom. I will also verbally communicate and have a “Looking Ahead” calendar to prepare all students for any change in our routine. Students with ADHD also have difficulty staying on task for long periods of time and/or have excessive energy. I would have students to take 5 minute brain breaks with a free choice activity to help release energy, such as jumping on a trampoline or taking a walk.
Students with emotional or behavioral disorders need explicit, focused instruction about whom and what to imitate from peer models. They have a need for social skills that can be unaddressed if left unattended or just pushed into a general education classroom, and may deprive the student of being socially accepted (Hallahan, 2015, p ). This means having a spot in the classroom for the student to get one-on-one time, and to work on specific social or academic skills. It is also good to make sure that these students are given some sort of sense that they have control over their circumstances. This is done by giving them choices within particular situations so that they do not feel powerless and want to behave inappropriately (Ormrod, 2014, p. 142). I would incorporate hidden curriculum as a way to teach specific social skills. I would encourage class conversation providing situations and then asking students they would respond. I would also work with ED students to build a behavior plan, including appropriate choices so that he/she knows what the expectations are and can self-monitor their behaviors.
Students with Autism are more confortable within their environment if they are provided with a structured and consistent routine. If there is a need to make a change in the schedule, students will respond with less stress if they are notified in advance and reminded more than once. (Ormrod, 2014, p. 143). I would create a schedule for these students either in a binder or inside their locker door, that would detail what their schedule is. If the student is also a tactile learner, I will incorporate a moveable piece that the student will move as he/she moves from rotation to the next. Autistic children also benefit from the weighted vest. I have seen children wear them when I have been in schools as a substitute teacher and within my service learning hours. The vest adds weight or sensory input which calms the child.

4. Benefits of Serving Students with Exceptional Needs
Students/Families
Extended time together
Curriculum
The greatest part of serving students with exceptional needs would be the students themselves and their families. There is so much joy that comes from working with children, but I do feel the greatest impact would be working with exceptional learners. I would get to know the student by connecting with the family. Although there will most likely be an IEP, I feel that connecting with the family would help me identify the students needs and the family’s expectations on a more personal level. This will create respect within a partnership. This relationship will be especially valuable since exceptional learners have tend to have the same teacher when in a cluster classroom from year to year. This will help increase successes for the student.
Curriculum and activities focus on functional and social skills, along with academia. These skills are life skills that help exceptional learners adjust and perform in the real world setting.

5. Drawbacks of serving Exceptional Learners
IEP/Paperwork
Student Success Rate
Misunderstood Students
Individualized Education Program’s (IEP) are legal documents that describe the educational services a student receives and what responsibilities they have to hold themselves up to. Many times the teacher works with past teachers, parents, and a representative of the local school district to write these (Hallahan, 2015, p ). What is so frustrating with these would be getting a student whose previous teachers did not understand what skills the students possess. Some previous teachers may see teaching special needs is more of a babysitting job instead of a teaching position. In this case students can fall very behind, and not be challenged in the classroom as they might have needed to be. I can also understand how some teachers feel that the paperwork involved in special education take away from instructional time. I have a friend that was a special education teacher and she felt that she was doing more paperwork than actually teaching. She ended up moving into a general education classroom where she felt she could do more good.
Another drawback to serving exceptional learners is the student success rate and not seeing all your students graduate. It will be difficult working with students for long durations to learn they will not be graduating. I feel there should be more of a variety of diploma tracks for students with special needs. They work so hard for what may seem the smallest of gains and should be rewarded for their resilience and dedication.
Another drawback would be misunderstood students. There are students who are not “labeled” but struggle due to bad circumstances. These students are ridiculed by their peers and often have poor social and academic skills. Due to home circumstances it may be difficult to get parent cooperation to get their child help. This would be heartbreaking and discouraging for me.

6. Encouraging Peer Relationships
Classroom Management
Peer models/tutoring
Classroom Climate
Hidden Curriculum
In order to establish a positive classroom climate, I would establish rules that foster respect for diversity and individual abilities. I will incorporate scenario based conversations within the classroom that will allow students to think about actions and appropriate behaviors. I will utilize hidden curriculum by reading stories that have hidden suggestions about what a good friend is, about differences, acceptance, and respect. I will also be a role model to what these behaviors look like. Talking with the students will promote acceptance and ensure all students feel safe and respected.
I will partner students who need additional support with a peer model. They could be partners during seat work, transitioning, or during special activities to model appropriate behaviors. I would encourage and establish a peer tutoring time in the classroom. This would be a time where relationships are built between peers, and students can learn to help each other while also modeling desired behaviors (Hallahan, 2015, pg. 35). As the teacher, I will observe the interactions and interject to re-direct behaviors if needed.

7. Professional resources
National Association of Special Education Teachers
Council for Exceptional Children
The NASET would be a great resource, because it provides professional development lectures that teachers can listen to for anything from stress management to early intervention. These lectures allow teachers to stay current on important information in the special education field as well as offer a connection with other teaching professionals. This website also provides PowerPoint presentations on various topic such as, inclusion, curriculum development, emotional and behavioral disorders (Pierangelo, 2007).
The Council for Exceptional Children website provides standards, policy and advocacy statements that are relevant to special education. There are also many opportunities for professional development such as, webinars or online conferences (Sobson, 2014).

8. References
Hallahan, D., Kauffman, J., & Pullen, P. (2012). Exceptional Learners: An Introduction to Special Education (12th ed., Pearson new international ed.). Upper Saddle River: Pearson.
Ormrod, J. (2014). Educational Psychology (Eighth ed.). Boston: Pearson Education.
Pierangelo, R. (2007). NASET. Retrieved December 14, 2014, from
Sobson, L. (2014, January 1). Engaging the Potential. Retrieved December 14, 2014, from
Reflection:
There are many components to understanding and teaching exceptional learners. This presentation is only a glimpse into what a productive learning environment would include and look like. A productive learning environment is also one where all students feels safe and respected by the teacher and his/her peers.
There are many accommodations that can be used to help students who have special needs learn better. These accommodations should be determined for each individual student according to their need. Teachers can learn about these accommodations through ongoing professional development. Whether a teacher is a general education teacher or a special needs teacher, it is imperative for them to learn about the different disabilities, possible challenges, and how to address different learners. Teachers will need to utilize a variety of teaching styles to reach the students who are falling behind. Teachers in special education, or in general education should always evaluate student progress to determine if accommodations or teaching strategies need to be amended. This will in the success of all students.