I Am A Candidate For Teacher Certification

It is necessary for teachers and IEP committees to consider assistive technology for students with disabilities because AT offers many different benefits to students. AT can be used to assist students with communication deficits, assist students in completing assigned daily tasks, as well as assisting students in accessing materials and navigating the classroom. Assistive technology allows students to meet their goals academically and it allows students to access and

Howard Gardner’s theory of multiple intelligence’s (MI theory) is a valuable resource for teachers, if they understood how they could apply this in the classroom (Snowman & McCown, 2012). In this class, there are multiple intelligences observed amongst the students; however, there is minimal differentiated instruction to allow the students the best opportunities for success. It is critical that teachers understand that their teaching methods may not be wrong, but they

This article focuses on the many forms of technology in relation to special education. The article discusses the “high” and “low” forms of technology that is available for students with special needs to help “bypass” or “compensate” for their disabilities. The article goes on to survey the current status of assistive technology for the special education population. In the end, the article uncovers that the use of assistive technology for the special education population is promising though uncertain. Assistive technology has proven to be beneficial for students with learning disabilities, as it would empower them to work beyond their normal capabilities (Lewis, 1998).

A special education teacher needs to acquire a variety of different skills in order to succeed. “The majority of young men and women who major in special education bring a heaping helping of heart, personal commitment, and passion to the profession” (Hollingsworth). A special education teacher must enjoy working with children and developing activities and lessons to help them learn. Qualities necessary for

In this artifact, I researched for alternative technological tool(see Assistive technology.doc) for students with disabilities to represent how technology could be a great assistance for them. This assignment represents how technology could be used by all students no matter what they need. Therefore, in this assignment, I looked for tools and ways to implement access to technology resources for students who have neuromuscular difficulties, and/or difficulties of counting with her finger to show that there are varieties of technological tool for all the needs.

Universal Design in Education Matthew Trotti Grand Canyon University: SPD 500 8/25/15 Abstract Universal Design is all around us, not just in some of the products that we use but also in education. According to one article “Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners” (Black, D. R., Weinberg, L. A., & Brodwin, M. G, 2015). There are so many different approaches that a teacher can use in the classroom involving universal design.

Albert Einstein stated that “everyone is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid”. At Highland Middle School, we understand that each student contain personal strengths and weaknesses in aspects of education. For this reason, we place a high amount of focus on incorporating Howard Gardner’s multiple intelligences concept in our classrooms, lesson plans, assessments, and learning objectives. Essential elements that are conducive to implementing Gardner’s concept include allows students to have choices and let their curiosity direct their learning, incorporating technology that increases student learning outcomes, and incorporating hands-on learning opportunities throughout the school day.

This week we read about the history of assistive technology and assistive technology. In addition, we read about the reauthorization of IDEA 1997 and how it changed the individual educational plan (IEP) by requiring that IEP teams consider assistive technology for all students with IEPs. (Grand Canyon University, n.d. Lecture 1) Initially, I thought that I had limited experience with assistive technology. It became clear to me this week through the readings, that many accommodations and methods I have used in the classroom, are actually a form of assistive technology. I am speaking of the low- tech tools, for examples, pencil grips, paper holders, sticky notes and reading guide to name a few. (Dell, Newton, Petroff, 2012, p.6.) In addition,

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

Over the years, disabled children were not able to obtain the assistance that they need in order to better their mentality and physical performance towards academic performance. Disabled children faced a variety of discrimination in educational systems because they were looked as incapable of accomplishing tasks. Disabled children were not allowed to attend to school because they did not acquire enough intelligence. Assistive technology was created to help disabled children to improve social skills and improve their daily activities. This a great tool because it can help a student learn by allowing them to take the same courses as other students. Assistive technology helps children build independence and social skills. As the Internet

Assistive technology is becoming more prevalent in today’s classrooms. It is helping students with disabilities to access curriculum they were not able to in previous generations. Many laws have been put in place to ensure the availability of assistive technology to all who need it. Laws such as Free Appropriate Public Education (FAPE) and Individuals with Disabilities Education Act (IDEA) have put an emphasis on public education systems providing necessary funding for these individuals placing their needs first.

My teaching certification is in the area of Generalist EC-4, Generalist 4-8 and Special Education EC-12. I have seven years teaching experience and of those seven years five have been at the junior high level where I have been a General Education teacher, an Inclusion and Resource Special Education teacher as well as a Mathematics Intervention teacher. I am familiar with the challenges associated with teaching special needs children and all struggling students. I am resilient and I am known to remain positive and calm under times of stress or conflict. Through my experience I have taught diverse groups of students with

As a special education teacher, I have spent the last several years evaluating my teaching methods. In 2013, I returned to college to pursue a Master of Teaching, Learning and Leadership with an emphasis as an Elementary Mathematics Specialist. My primary purpose was to discover pedagogies and philosophies that would address the highly specialized needs of my students. In addition, I wanted to learn how to meet the mandated requirements dictated to all students, even those with severe disabilities, to be ready for life, to critically think, and to problem solve to become productive citizens that are college and career ready.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)

From the time I was a seven years old till the current day, as a Sophomore at Benedictine University, I have wanted to become a teacher. The four years of high school, Oswego High School, I truly become passionate to become a teacher. I took the necessary general education classes, and my elective classes learning about child development and early childhood education. Once I graduated high school, I felt confident to become a teacher, but I discovered that special education was what I truly wanted to do. From the first day or first grade up to now, I have become a success student, which I can’t wait to become teacher I want to be an aspirational teacher one day to my future students.