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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 ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN 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 ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services.
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as well any medical concerns and medications that the client.concerns. It is
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For this standard I chose to attach the IEP I worked on with my student during the summer of 2012. The IEP includes J’s strengths and preferences, present levels of performance, goals and services.

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Ethical issues have always surrounded the world of special education. From the first years of Itard and Victor of Aveyron (also as known as the wild boy) to the modern day concepts of applied behavior analysis and assistive technology our field has evolved along the societal norms and believes of the world that we live in. Many things that we take for granted today have not always been the same. Court litigations and the civil rights movement have shaped our moral and legislative guidelines. As a special education teacher I learned through all the classes that I took, that it is essential to our profession to understand, protect and apply the concepts and believes the generations before us fought for. It is also important to realize that in order to better serve our clients it is necessary to continuously improve as professionals by keeping up to date with research based practices, legislation issues and actively engage in learning communities and organizations.
it is of the outmost importancevery important to realize that we canhave to communicate this
A concrete example from my practice is that I always ask the assistance of a speech therapist to either help in the classroom addressing communication needs of some students or just follow up on some of the goals that I work on and that have a few steps that require a few language skills.
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fulfill other professional responsibilities. The
APS 10

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Assessment is an important part of the educational process. It can be used for a variety of purposes such as student placement, present levels of performance, progress monitoring, identification of reinforcement, or to determine the consequences and antecedents of a problem behavior. A skilled teacher always uses a combination of these assessments when planning instruction for a student. No matter what purpose the assessment serves for, the baseline obtained from examining or observing the student is used to compare and predict the outcomes of the intervention. In other words I use the baseline to determine if the student made any progress and if I need to make changes in my instruction.
all the assessmentassessments need to be free of cultural bias free as well his real level.level of functioning. In situations like thisthese I am
An example about assessment modification from my practice is with a 5th grade student who attended science and social studies classes. In order for him to be able to participate with his peers taking the weekly quizzes, I adapted the tests by using “Writing with Symbols 2000” and words from the SRA reading program he used in his self contained class. The text was also adapted to his grade level of functioning.
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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 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.
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fluid document where instructional decisions are takenthat can always be changed based on the results the student’s background information.background.
The long-range plan also makes sharing information with other professionals a lot easier. If for example some staff member in the school such as the speech therapist would like to tap into my goals and follow up on it during her class, it is easy to share my plan with her in a very comprehensive format.
A practical example of the use of a long-range plan was when I had to modify a task analysis for a student who moved to a different class during the second semester. In his inclusion class he was supposed to initiate, maintain and terminate contact with a peer during a group activity. Because the nature of the class was different I had to change a few steps in order help the student perform the skill correctly.

Reflection:
One of the main characteristics of individuals with multiple and severe disabilities is represented by language impairments. These can range from mild, moderate to profound such as total absence of verbal language. Some individuals have alternative ways of communicating such as objects/pictures/symbols, sign language or different augmentative devices such as touch screen voice output devices, voice synthesizers, etc. Throughout the graduate program I learned that these instruments or ways of communication play a very important role in the life of a person who has such as a disability. They can be used to express their needs, to socialize or to reject things that are disliked. As a special education teacher it is very important that I become familiar and that I stay updated with new ways of alternative ways of communication. When teaching language skills to people with disabilities it is very important to take into consideration their individual and family needs to program intervention accordingly.
An example from my practice is when I used a communication device (Dynamo) to teach a student some functional words such as apple, juice, play etc.
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The project I used for this standard was an observation I conducted at Midlands Assistive Technology Center during the summer of 2012. During the course of the visit I was introduced to multiple devices that were used for different purposes such as communication, mobility, self-help skills or just for entertainment or leisure activities. The most important skill that I learned during the visit was that not every device (e.g. an Ipad) necessarily fits the needs of an individual with disabilities. In my project I described how the specialists at the center conduct an assessment to determine which device is most suitable for a person. This procedure emphasizes the need for every professional in the field of special education to individualize instruction for each one of the students they are working with in order to reach their maximum potential.

Reflection:
One of the main characteristics of individuals with multiple and severe disabilities is represented by language impairments. These can range from mild, moderate to profound such as total absence of verbal language. Some individuals have alternative ways of communicating such as objects/pictures/symbols, sign language or different augmentative devices such as touch screen voice output devices, voice synthesizers, etc. Throughout the graduate program I learned that these instruments or ways of communication play a very important role in the life of a person who has such as a disability. They can be used to express their needs, to socialize or to reject things that are disliked. As a special education teacher it is very important that I become familiar and that I stay updated with new ways of alternative ways of communication. When teaching language skills to people with disabilities it is very important to take into consideration their individual and family needs to program intervention accordingly.
An example from my practice that I usually try with every student is that I try to learn my students’ preferences by talking with their families or other professionals who are working with him. By using this reinforcers I keep my students engaged and motivated to finish the tasks throughout their day.
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The project I used for this standard was an observation I conducted at Midlands Assistive Technology Center during the summer of 2012. During the course of the visit I was introduced to multiple devices that were used for different purposes such as communication, mobility, self-help skills or just for entertainment or leisure activities. The most important skill that I learned during the visit was that not every device (e.g. an Ipad) necessarily fits the needs of an individual with disabilities. In my project I described how the specialists at the center conduct an assessment to determine which device is most suitable for a person. This procedure emphasizes the need for every professional in the field of special education to individualize instruction for each one of the students they are working with in order to reach their maximum potential.

Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. 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 ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.
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in the targeted environment are
A concrete example of environmental accommodations is a visual schedule I used with a 5th grade self contained student who was attending social studies and science class in the regular education environment. The pictures included “snap shots” of different sequences that made the science class such as: sign in, get text book, group work, etc. This schedule made the class to be a more predictable environment for him and as a result he did not grab his teacher any longer for help.
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Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote challenging learning results in general and special curricula3 and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, 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 lifespan.
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physical, etc.). A skilled classroom teacher can also include visual supports such as schedules or reminders, timers for students who have difficulties identifying time units, etc
A concrete example to illustrate this standard was an intervention I used with a 6th grade student to teach him to make sandwiches. His mother mentioned to me in an that her son enjoys ham and cheese sandwiches. The instruction was delivered through a task analysis that contained 12 steps for making grilled sandwiches.
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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 provide the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN.
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understand that studentstudents come from learned that understanding the background of a student I can assist an individual much better thanserve my students when I have just a vague image about who he is.thorough understanding of their family dynamics.
For example, one of the students I taught was of Hispanic origins. Occasionally at home the parents would cook traditional Mexican food and since their son was not verbal they wanted him to learn signs for these meals. This helped him to better preserve his cultural believes as well as expend his signing repertoire.
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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 (ELN)1. 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 individual’s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.
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with disabilities arehave different through their learning characteristics program I came to realizelearned that instruction potential. Since mythe great majority of students with multiple and severe disabilities are not the general developmental curriculum I always hadtried to work close withput emphasis on the families or other professionals at school in order to build a comprehensive inventorydevelopment of the skills that an individual posses.functional skills. Therefore, instead of academics I always tried to teach my students behaviors that would make them more independent in the curriculum is based oncommunity such as playing with their peers, sharing, having a multiple levelconversation, etc. This information that includes physical and medical concerns, information abouthas to be broken down to the processing capabilitieslevel of understanding of the individual, personalstudent. In these situations I use task analysis, pictures, video modeling techniques and family’s needs as well as preference inventories.different prompting strategies that help to students to accomplish their goals.
One example with the child he wanted to play with.other child. Instead he or chocking them.him. Therefore the how to ask appropriatelyinvite peers to playgo with him and also
Another key element that I learned throughout this program is that sometimes the nature of disability requires different levels of support. This way some of the students receive related services such as physical therapy, occupational therapy, speech and different medical assistance. Even though these services represent different areas, they are all related to the educational domain and to the way the individual is able to learn. Therefore it is my belief that understanding basic concepts from these domain as well as a strong collaboration with these professionals will ultimately have a positive effect on the instruction of my students.
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