Field Placement with a Special Needs Learner
This article is a collection of reflections that I wrote during my field placement with a special needs learner where I created
an assessment to identify a need that I then created a mini lesson to address. I participated in this field placement while taking Education 342: Differentiation and Diversity, and worked with a six year old girl in a special education class
at Mifflinburg Elementary School. I assessed this student's verbal identification of certain speech words and, in response to my assessment, implemented a lesson that helped her to connect her speech words to visual representations of these that included a tactile component. Overall the student I was working with showed progress in verbal identification of her speech words over the course of a few weeks. Another component of this identification was my student's ability to focus on the task of repeating back her speech words. This was something important to keep in mind while developing a mini-lesson because I needed to produce something that would interest and engage my student with special needs in this task.
I included this artifact in my teaching portfolio under the competency "Adaptations for ELL and students with special needs"
because it provides an illustration of the work I did to help a student with special needs work towards an academic goal while participating in my field placement for Education 342. Part of creating adaptations for learners is being creative to produce a lesson or assessment that will interest and engage a student or students, in addition to having high expectations for that student in terms of their learning. One interesting aspect of my field placement while I was implementing my assessment and lesson was the fact that my student truly surprised my cooperating teacher with what she was able to accomplish as we worked together. Having high expectations for students is key and providing the right amount of scaffolding and support for students to meet these expectations and grow as learners is also essential.
Tutoring Reflection Paper #1:
an assessment to identify a need that I then created a mini lesson to address. I participated in this field placement while taking Education 342: Differentiation and Diversity, and worked with a six year old girl in a special education class
at Mifflinburg Elementary School. I assessed this student's verbal identification of certain speech words and, in response to my assessment, implemented a lesson that helped her to connect her speech words to visual representations of these that included a tactile component. Overall the student I was working with showed progress in verbal identification of her speech words over the course of a few weeks. Another component of this identification was my student's ability to focus on the task of repeating back her speech words. This was something important to keep in mind while developing a mini-lesson because I needed to produce something that would interest and engage my student with special needs in this task.
I included this artifact in my teaching portfolio under the competency "Adaptations for ELL and students with special needs"
because it provides an illustration of the work I did to help a student with special needs work towards an academic goal while participating in my field placement for Education 342. Part of creating adaptations for learners is being creative to produce a lesson or assessment that will interest and engage a student or students, in addition to having high expectations for that student in terms of their learning. One interesting aspect of my field placement while I was implementing my assessment and lesson was the fact that my student truly surprised my cooperating teacher with what she was able to accomplish as we worked together. Having high expectations for students is key and providing the right amount of scaffolding and support for students to meet these expectations and grow as learners is also essential.
Tutoring Reflection Paper #1:
Tutoring Reflection Paper #3: