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.
SPE 220 eportfolio assignment
Standard #2 Learning Differences
| The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential. | Possible indicators: Candidates design inclusive learning environments for learners with disabilities and/or who are culturally diverse. Candidates differentiate instruction to help all learners meet their learning potential. Candidates believe all learners can achieve at high levels. Candidates value family input. Candidates identify resources and support for more information/support. |
- The artifact I chose from my SPE 220 course that aligns with Common Core Standard #2 Learning Differences, is my lesson plan with accommodations. I also include an example of inclusion from one of the previous Art lessons I taught as a volunteer in Reno, Nevada. This artifact aligns with Common Core Standard #2 because it is a lesson plan designed as an inclusive learning environment in an Art classroom. Differentiation is clearly indicated in the lesson plan and in my real life example. Accommodations are made in this lesson plan to include diverse learners such as: disabilitis in reading and writing, ADHD, dyslexia, dysteachia, anxiety, autism, auditory processsing disorder, legally blind, and color blind. It also includes wheelchair disability.
- In SPE 220, learning about inclusion really opened my-eyes to learning disabilities, and ways to accommodate students. Which will improve my future practice as an educator and has contributed to my own metacognition. I especially liked the video we watched that showed how one SPE teacher re-made her classroom to include different centers so that students could choose the way they work. From individual computer centers with borders between them for less distraction, to a quiet corner with bean bags and books for students who need some time to decompress, to a fidget box for students who may need movement to help them focus, it is essential to have accommodations in the classroom. In the future I would like to use the fidget box idea in my own classroom. It is important for students to feel included no matter the disability, large or small. Sometimes there are smaller disabilities that are not as severe and can unintentionally be looked over in a classroom, like color blindness. Which is why I wrote about color blindness in my above example of inclusion in my Art classroom. Color blindness may not seem like a big deal in an academic class, but it definately matters to the student, specially in an Art classroom. Which is why I am very conscious of students with this minor disability in my classroom and as it attributes to my pedagogy as an Art teacher.
Types of color blindness:
Deuteranomaly is the most common type of red-green color blindness. It makes green look more red.
Protanomaly makes red look more green and is less bright.
Protanopia and Deuteranopia both make you unable to tell the difference between red and green at all.
Reference: https://www.nei.nih.gov/learn-about-eye-health/eye-conditions-and-
diseases/color-blindness
