InTASC Standard: 

Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards (InTASC, 2013).

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Brief Description of Evidence:   
During my 2019 spring semester in EDUC 230 - The Exceptional Child, I had the opportunity to take part in a simulated three parent-teacher case conferences with a group of my peers and my teacher. This process included individual research and learning about the specific learner’s needs, support, and diverse strengths. Throughout these case conferences, I collaborated with my peers both in preparation and execution for the conferences, each taking on different roles such as special educators, specialists, librarians, resource teachers, educators, and counselors. Through this process, individual and collaborative planning, I was able to gather appropriate resources, supports, and materials as well as create appropriate instructional strategies and goals.

Analysis of What I Learned: 
I went through the process of planning and collaborating with professionals who have specialized expertise along with the learner’s family. The learner’s family can provide further knowledge that only they can give since each learner has differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.

 

I learned how to collaboratively select and create learning experiences that are appropriate for curriculum goals and the content standards and are relevant to individual learners to enable that learner to meet high standards.

Through the process of individual research, planning, and organizing, I learned how to find resources and materials and set out a plan to achieve the student’s learning goals, choose appropriate strategies, and accommodations.

Through the process of revising information about the learner for the parent-teacher case conference, I learned how to access resources for the learner based on the learner’s diverse strengths and needs.

I learned that this specific learner enjoyed music, suffered greatly with anxiety and depression, and was using cutting as his outlet. I suggested to the family that dance may be a good outlet for the learner. I gave them research I had found citing a significant decrease in anxiety and depression when people start to dance. I also provided information about free classes around their area.  

Through the process of collaborating with the learner’s family and specialist over a period of time I was able to have multiple perspectives for the discussion of creating strategies for making content accessible to the learner.

 

 

How This Artifact Demonstrates my Competence on the InTASC Standard:
I demonstrated my competence in Standard 2- Learning Differences through designing individually and collaboratively a plan for the learner’s learning experiences to meet their unique learning needs and to meet their learning goals.

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Through having the parent-teacher case conferences multiple times, I individually and collaboratively evaluated the learner’s plans in relation to short and long-range goals thereby systematically adjusting the learner’s learning experience. I was able to adjust plans based on the learner’s assessment information and responses.  I did this by drawing on my understanding of differences in approaches to learning and performance and knowing how to design instruction that uses the learner strengths.

As part of my research for the parent-teacher case conferences, I accessed information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction. For this particular learner I researched the topic of cutting, self-harm, self-injury, and self-mutilation. Through this I was able to gain a better understanding of the learner and ensure inclusive learning environments for that learner to enable him to meet higher standards.

Throughout the parent-teacher case conferences, I used the Growth Mindset Theory by Carol Dweck effectively through including specific words or phrases in my speech during conferences. I also encouraged the growth mindset using examples of past stories of students who had similar situations and experiences. In addition, I brought books that exemplified this theory as well as mindfulness that the learner and his family to read.

I truly believe that that all learners can achieve at high level standards, throughout these case conferences I persisted in helping each learner reach the learner’s full potential.