Hidden reflection paper

i need you to write about the 10 COMPETENCY AREAS regarded on my experience on school
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observation_note.docx

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COMPETENCY AREAS
There are 10 areas in which all special educators must be competent. Each of these areas consists of
both knowledge and skills. In this teaching experience, you will demonstrate your knowledge primarily
by creating and documenting experiences in each area:
Foundations
Individual Learning Differences
Learning Environments and Social Interactions
Instructional Planning
Professional & Ethical Practice
Development & Characteristics of Learners
Instructional Strategies
Language
Assessment
Collaboration
Foundations
Special educators understand the field as an evolving and changing discipline based on philosophies,
evidence-based principles and theories, relevant laws and policies, diverse and historical points of view,
and human issues that have historically influenced and continue to influence the field of special
education and the education and treatment of individuals with exceptional needs in both school and
society. Special educators understand how these influence professional practice, including assessment,
instructional planning, implementation, and program evaluation. Special educators understand how
issues of human diversity can impact families, cultures, and schools, and how these complex human
issues can interact with issues in the delivery of special education services. They understand the
relationships of organizations of special education to the organizations and functions of schools, school
systems, and other agencies. Special educators use this knowledge as a ground upon which to construct
their own personal understandings and philosophies of special education.
Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings.
Special
educators understand the similarities and differences in human development and the characteristics
between and among individuals with and without exceptional learning needs. Moreover, special
educators
understand how exceptional conditions can interact with the domains of human development and they
use
this knowledge to respond to the varying abilities and behaviors of individuals with exceptional learning
needs. Special educators understand how the experiences of individuals with exceptional learning needs
can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled
contributing members of the community.
Individual Learning Differences
Special educators understand the effects that an exceptional condition can have on an individual’s
learning
in school and throughout life. Special 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. Moreover, special educators are active and resourceful in seeking to understand how
primary
language, culture, and familial backgrounds interact with the individual’s exceptional condition to
impact
the individual’s academic and social abilities, attitudes, values, interests, and career options. The
understanding of these learning differences and their possible interactions provides the foundation
upon
which special educators individualize instruction to provide meaningful and challenging learning for
individuals with exceptional learning needs.
Instructional Strategies
Special educators possess a repertoire of evidence-based instructional strategies to individualize
instruction
for individuals with Exceptional learning needs. Special educators select, adapt, and use these
instructional
strategies to promote positive learning results in general and special curricula and to modify learning
environments appropriately for individuals with exceptional learning needs. They enhance the learning
of
critical thinking, problem solving, and performance skills of individuals with exceptional learning needs,
and increase their self-awareness, self-management, self-control, self-reliance, and self-esteem.
Moreover,
special educators emphasize the development, maintenance, and generalization of knowledge and skills
across environments, settings, and the life span.
Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with exceptional learning needs
that foster cultural understanding, safety and emotional well-being, positive social interactions, and
active engagement of individuals with exceptional learning needs. In addition, special educators foster
environments in which diversity is valued and individuals are taught to live harmoniously and
productively in a culturally diverse world. Special educators shape environments to encourage the
independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals
with exceptional learning needs. Special educators help their general education colleagues integrate
individuals with exceptional learning needs in general education environments and engage them in
meaningful learning activities and interactions. Special educators use direct motivational and
instructional interventions with individuals with exceptional learning needs to teach them to respond
effectively to current expectations. When necessary, special educators can safely intervene with
individuals with exceptional learning needs in crisis. Special educators coordinate all these efforts and
provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
Language
Special educators understand typical and atypical language development and the ways in which
exceptional
conditions can interact with an individual’s experience with and use of language. Special educators use
individualized strategies to enhance language development and teach communication skills to
individuals
with exceptional learning needs. Special educators are familiar with augmentative, alternative, and
assistive
technologies to support and enhance communication of individuals with exceptional needs. Special
educators match their communication methods to an individual’s language proficiency and cultural and
linguistic differences. Special educators provide effective language models and they use communication
strategies and resources to facilitate understanding of subject matter for individuals with exceptional
learning needs whose primary language is not English.
Instructional Planning
Individualized decision-making and instruction is at the center of special education practice. Special
educators develop long-range individualized instructional plans anchored in both general and special
education curricula. In addition, special educators systematically translate these individualized plans into
carefully selected shorter-range goals and objectives taking into consideration an individual’s abilities
and
needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized
instructional
plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency
through
maintenance and generalization. Understanding of these factors as well as the implications of an
individual’s exceptional condition, guides the special educator’s selection, adaptation, and creation of
materials, and the use of powerful instructional variables. Instructional plans are modified based on
ongoing analysis of the individual’s learning progress. Moreover, special educators facilitate this
instructional planning in a collaborative context including the individuals with exceptionalities, families,
professional colleagues, and personnel from other agencies as appropriate. Special educators also
develop a
variety of individualized transition plans, such as transitions from preschool to elementary school and
from
secondary settings to a variety of postsecondary work and learning contexts. Special educators are
comfortable using appropriate technologies to support instructional planning and individualized
instruction.
Assessment
Assessment is integral to the decision-making and teaching of special educators and special educators
use
multiple types of assessment information for a variety of educational decisions. Special educators use
the
results of assessments to help identify exceptional learning needs and to develop and implement
individualized instructional programs, as well as to adjust instruction in response to ongoing learning
progress. Special educators understand the legal policies and ethical principles of measurement and
assessment related to referral, eligibility, program planning, instruction, and placement for individuals
with
exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
Special educators understand measurement theory and practices for addressing issues of validity,
reliability, norms, bias, and interpretation of assessment results. In addition, special educators
understand
the appropriate use and limitations of various types of assessments. Special educators collaborate with
families and other colleagues to assure nonbiased, meaningful assessments and decision-making.
Special
educators conduct formal and informal assessments of behavior, learning, achievement, and
environments
to design learning experiences that support the growth and development of individuals with exceptional
learning needs. Special educators use assessment information to identify supports and adaptations
required
for individuals with exceptional learning needs to access the general curriculum and to participate in
school, system, and statewide assessment programs. Special educators regularly monitor the progress of
individuals with exceptional learning needs in general and special curricula. Special educators use
appropriate technologies to support their assessments.
Professional and Ethical Practice
Special educators are guided by the profession’s ethical and professional practice standards. Special
educators practice in multiple roles and complex situations across wide age and developmental ranges.
Their practice requires ongoing attention to legal matters along with serious professional and ethical
considerations. Special educators engage in professional activities and participate in learning
communities
that benefit individuals with exceptional learning needs, their families, colleagues, and their own
professional growth. Special educators view themselves as lifelong learners and regularly reflect on and
adjust their practice. Special educators are aware of how their own and others’ attitudes, behaviors, and
ways of communicating can influence their practice. Special educators understand that culture and
language can interact with exceptionalities, and are sensitive to the many aspects of diversity of
individuals
with exceptional learning needs and their families. Special educators actively plan and engage in
activities
that foster their professional growth and keep them current with evidence-based best practices. Special
educators know their own limits of practice and practice within them.
Collaboration
Special educators routinely and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive ways. This collaboration
assures that the needs of individuals with exceptional learning needs are addressed throughout
schooling.
Moreover, special educators embrace their special role as advocate for individuals with exceptional
learning needs. Special educators promote and advocate the learning and well-being of individuals with
exceptional learning needs across a wide range of settings and a range of different learning experiences.
Special educators are viewed as specialists by a myriad of people who actively seek their collaboration
to
effectively include and teach individuals with exceptional learning needs. Special educators are a
resource
to their colleagues in understanding the laws and policies relevant to individuals with exceptional
learning
needs. Special educators use collaboration to facilitate the successful transitions of individuals with
exceptional learning needs across settings and services.
— INDIVIDUAL AREAS OF GROWTH
a. Consult and seek out coaching from us to develop a project in areas you which you want to
grow.
I completed 42 hours in 5th grade learning support classroom at elementary school
I started with observation the class started with reading it’s about main ideas, using different Activty
to teach them how to figure out the main topic and ideas and for math the teacher used a great
technique which is the student teach each other
In her Class most of the students have high incident disabilities with different level of learning
disabilities and different subject, two of them have autism. In the learning support there are 11
students. At 10am they move some times to the regular classroom. The main that the both teach use
is repeating with different technique – reading story out loud asking questions- using timer for each
student individually- using stamp to motivate students when they get the right answer- another
technique is reading together with mrs. Frants which is the teacher of learning support, its 6 student
with her and five student with her assistance – how is the learning support classroom looks like five
tables and the teacher table and the assistance table
Reading passage for 45 mints and with partner and the teacher going to chick the fluncey and
coperhenseph book which called decoding strategy
In general classroom the student doing application for copherhension while in learning support they
did strategy of fluncey ,phonics
For afternoon classes the move to genral classroom for since every Monday, Thursday, and Friday
each group doing same experiment with three times trying for each student
That length for one hour and then they start with grammar editing the general teacher showed them
passage and they figure out the mistake and correct it
The calss start at 9:15am until 3:45pm
One of the student has diffecilt hearing and the learning support teacher and ervry one should use
special teqenlogy to help the student with his hear issue
In Friday, the students have reading and math exam for their level which is 5th grade and its high
more than thire level that’s why they need to be in learning support classroom.
After I abserved I started working with seven students, three of them their level of reading is
3rd grade, and with the teacher assistance I teach them passage of 3rd grade level
The other four students they were in 2nd level grade so based on that their passage should be on
2nd grade. With both of them I gave them the passage and I sit up the timer for one minets and I
asked them to read the passage three times, and count how many words they got and draw graph of
their achievements

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