Competency 2
Identification and Remediation of Disabilities
Reflection: There is really so much I could talk about with identification and remediation of disabilities and what I have learned over the course of this summer. I chose to focus on RTI because it is something that is extremely relevant to me as a future teacher in NYS as it is mandated in grades K-4. In my self-generated infographic, which I made independently to summarize my learning, you can see that I highlight the major components of RTI. The first, universal screening, is a huge part of why RTI falls under "identification and remediation of disabilities." Instead of waiting for students to fail, through this multi-tiered model, we intervene early through a problem solving approach. I also include the steps of identification of disabilities in high school. This is extremely relevant to me as a future high school teacher. Other forms of remediation I have included in this infographic are the classroom supports accommodations and modifications. Although there are many different ways to help a child succeed in the classroom, I have included accommodations and modifications because it is quite common for educators to provide these two types of classroom supports. I had a lot of fun making this infographic. I am drawn to making these types of creations because they need to be concise, eye-catching, and informative. In order for me to effectively make this infographic, I had to review several of the online modules from this semester and my personal notes to gather what I felt was the most important information to share to give an appropriate overview to this topic.
The second artifact I have compiled is a table with the ADAPT framework, which was taken directly from the course textbook. I then edited the table, adding a a short description giving further detail of what you as the teacher would do at each of the ADAPT steps, then added a clipart photo to visually represent each step. This artifact was short and easy to create, but extremely important. Creating this table definitely helped me solidify my knowledge of this framework.
My biggest take away from the creation of these artifacts is that if we see a student is not doing well, we change what we are doing--we never blame the student. I think this is such a proactive approach to teaching. Although RTI is not mandated at the high school level, which is where I will be teaching, this proactive mentality should certainly still be applied. Before taking this course, I would definitely have said that I was nervous about meeting the diverse needs of all of my students. After learning more about RTI, and classroom supports, I feel much more confident. Especially now being familiar with the ADAPT framework, which gives me clear, easy to follow steps. Also, with Universal Design for Learning (UDL), I have a lot more ideas for how to effectively teach a room full of students. See Competency 4 for more information on UDL.
Artifacts: Infographic (Pictured first) and ADAPT Framework Chart (Pictured second)
Reflection: There is really so much I could talk about with identification and remediation of disabilities and what I have learned over the course of this summer. I chose to focus on RTI because it is something that is extremely relevant to me as a future teacher in NYS as it is mandated in grades K-4. In my self-generated infographic, which I made independently to summarize my learning, you can see that I highlight the major components of RTI. The first, universal screening, is a huge part of why RTI falls under "identification and remediation of disabilities." Instead of waiting for students to fail, through this multi-tiered model, we intervene early through a problem solving approach. I also include the steps of identification of disabilities in high school. This is extremely relevant to me as a future high school teacher. Other forms of remediation I have included in this infographic are the classroom supports accommodations and modifications. Although there are many different ways to help a child succeed in the classroom, I have included accommodations and modifications because it is quite common for educators to provide these two types of classroom supports. I had a lot of fun making this infographic. I am drawn to making these types of creations because they need to be concise, eye-catching, and informative. In order for me to effectively make this infographic, I had to review several of the online modules from this semester and my personal notes to gather what I felt was the most important information to share to give an appropriate overview to this topic.
The second artifact I have compiled is a table with the ADAPT framework, which was taken directly from the course textbook. I then edited the table, adding a a short description giving further detail of what you as the teacher would do at each of the ADAPT steps, then added a clipart photo to visually represent each step. This artifact was short and easy to create, but extremely important. Creating this table definitely helped me solidify my knowledge of this framework.
My biggest take away from the creation of these artifacts is that if we see a student is not doing well, we change what we are doing--we never blame the student. I think this is such a proactive approach to teaching. Although RTI is not mandated at the high school level, which is where I will be teaching, this proactive mentality should certainly still be applied. Before taking this course, I would definitely have said that I was nervous about meeting the diverse needs of all of my students. After learning more about RTI, and classroom supports, I feel much more confident. Especially now being familiar with the ADAPT framework, which gives me clear, easy to follow steps. Also, with Universal Design for Learning (UDL), I have a lot more ideas for how to effectively teach a room full of students. See Competency 4 for more information on UDL.
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