Assessment Description
Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disabilities in the inclusive classroom.
Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
Observe the differentiated instruction strategies and accommodations (both with instruction and assessment) that the teacher uses in the classroom.
Discuss the following questions with your mentor teacher:
What are the different types of needs in the classroom? (e.g., students with language needs, students on 504 Plans, students with IEPs)
What is the percentage of students who have been identified as having a disability or exception?
How do you plan and prepare units, lessons, and assessments?
What types of differentiated instruction and/or UDL strategies do you use during instruction and assessment? How do you ensure these are aligned to instructional standards and appropriate for students?
What types of accommodations are provided? Who provides them?
How do you collaborate with the special education teacher and any other teachers/professionals to support the students with disabilities or exceptions?
How do you provide assessment feedback? Do you use any feedback strategies to engage students and/or motivate learning?
Did you feel prepared to work with students with disabilities at the beginning of your career? How do you feel now? What kinds of preparation or education did you receive to work with students with disabilities? Do you feel that you have had enough preparation and education to work with students with disabilities?
What other types of support do you feel one should gain or be provided in order to work with students with disabilities?
Following your discussion, share the “COE Lesson Plan Template” with your mentor teacher. Discuss the sections “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression,” and how they can be differentiated to meet the needs of all students.
Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
Write a 250-500 word reflection summarizing the differentiated instructional strategies and accommodations that were observed and discussed in the interview. Describe the students in the mentor teacher’s classroom and how the teacher prepares instruction and assessment for these students. Include discussion of the teacher’s collaboration strategies and preparedness for working with students with disabilities. Explain how you will apply this information in your future professional practice when working with students with disabilities.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
