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Maximizing Learning for Students with Special Needs

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 In my second period SADIE class there are several autistic students; I have developed a relationship with all my students, but these students need me to be on the ball. Clear and concise instruction is key for these students. At the same time, making the class environment safe, positive, and providing social opportunities for my autistic is key to proving them with purposeful assessments. With this population I learned that teachers need to motivate, empower, and develop success-oriented classroom environments, activities, and assessments. The purpose of strategies and assessments are to build-up and strengthen self-esteem.  Teachers need to have an open structured classroom, this type of classroom is focused on the thinking process and how the students developed their answer. Assessments are not given in test form nor are students graded by one exam. For the open classroom, students are assessed through multiple activities. The progress of students is not measured by homework assignments, quizzes, and chapter tests. The growth of students is measured by the individual and how much they have grown in the content area. In this environment, students’ participation is appreciated and respected by the teacher; also, students are more inclined to get involved with class activities due to the fact they are not being judged or forcefully graded by comparing their participation by their peers’. This type of classroom promotes risk taking and open expression of oneself, opinions, and ideas without being judge or losing points. In addition, “being able to assess the student’s region of learning and teach to the realm can ward off frustration for students who have diverse levels of skills.” When planning my lesson for students in second period, I always keep my autistic students in mind. My Teaching needs to proactive and purposeful and needs to create a social climate in order for my autistic students to thrive. Routine, autistic students need to keep their routine, so I try to develop a lesson that will keep the class as a whole on track and allowing the autistic students to keep their routine. I start the class off by allowing the students to scramble to their shelf to retrieve their note books, then I tell everyone good morning and how are they doing. Second, I ask everyone to pull their notes out and I start asking questions about the prior lesson checking for understanding, I re-teach or explain specific problem areas, and then we move into the lesson. At this point, pencils are down and the lesson will begin. During the lesson I will tell the students what to write down, this is done to ensure they have the proper information. I will give examples, ask questions, and allow students to discuss the way they view the content. I believe creating an environment where interaction is promoted, equal opportunity is expressed, and competition is within one’s self is very important.
 *  • //Content Knowledge Question //: Describe what you learned about diagnostic and assessment strategies that fit your target population.(Write a minimum of 50 words for this question.) (CK) **
 * • //Pedagogical Knowledge Question //: Describe in what way/s assessment data would determine how you planned your curriculum and lessons for the specific special needs population? (Write a minimum of 50 words for this question.) (PK) **