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1. References:

2. http://www.projectidealonline.org/v/orthopedic-impairments/

3. http://www.projectidealonline.org/v/multiple-disabilities/

4. http://www.brainline.org/content/2008/07/classroom-interventions-students-traumatic-brain-injuries_pageall.html

5. http://www.parentcenterhub.org/repository/ohi/#idea

6. http://www.specialeducationguide.com/disability-profiles/orthopedic-impairments/

7. http://www.projectidealonline.org/v/traumatic-brain-injury/

8. http://www.projectidealonline.org/v/health-impairments/

9. https://youtu.be/xKqN21OdsLQ

10. https://youtu.be/kfLMfL-Rbl0

11. Bryant, D., Bryant, B., & Smith, D. (2017). Teaching Students with Special Needs in Inclusive Classrooms. Thousand Oaks, CA: Sage Publications.

12. https://youtu.be/lTMLzXzgB_s

13. https://youtu.be/qIA5MVvYBuo

14. https://www.youtube.com/watch?v=tGYO9XWhI2Y

15. https://www.youtube.com/watch?v=3XMndYNEGFA

16. Shaver, E. A. (2015). EVERY DAY COUNTS: PROPOSALS TO REFORM IDEA'S DUE PROCESS STRUCTURE. Case Western Reserve Law Review, 66(1), 143-208.

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Competency 6: Effective practice for planning and designing co-teaching and collaboration with peers

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Competency 6: Effective practice for planning and designing co-teaching and collaboration with peers

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During the course of our semester I was able to work with two of my fellow social studies peers in developing a co-teaching lesson on the Neolithic and Paleolithic Eras. This activity required us to collaborate effectively with one another while providing opportunities for professional development. It also added to my knowledge of Competency 6.

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Competency 5: Applying positive behavioral supports and interventions to address student and classroom management needs (PBIS)

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Competency 5: Applying positive behavioral supports and interventions to address student and classroom management needs (PBIS)

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Promoting positive behavior and establishing a comprehensive management system is not only a valuable aspect to education, but can also be a major influence in the academic and social success  for students of differing learning capabilities and grade levels. Learning what it takes to effectively plan and implement a PBIS system is a key factor to gaining knowledge of Competency 5

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IDEA: Individuals with Disabilities Education Act: History and Summary

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What Is an IEP? | Individualized Education Program Explained

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Competency 4: Individualizing Instruction 

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Competency 4: Individualizing Instruction 

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The Individualized Education Program (IEP) segment of special education is one of, if not the most, important aspects of Individualizing Instruction and education for students with disabilities. Defined as a "management tool to identify needed services and to specify and organize them in detail; developed through collaboration among general and special educators, administrators, medical professionals, related services providers, the student's family, and the student who will receive special education" (Bryant, pg.600), IEP's are provided and utilized everyday in the U.S. covering a vast array of services for students with disabilities. To understand the necessity of an IEP is only one part of fully comprehending Competency 4, but to see the terms included in a student's IEP correctly adhered to and practiced by a professional educator solidifies one's understanding of this concept. Attached if a first hand account of observing how a veteran social studies teacher interacts and provides the most appropriate learning environment for her special needs and inclusion classes.

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Competency 2: Identification and Remediation of disabilities

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Competency 2: Identification and Remediation of disabilities

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Throughout our course we reviewed multiple classifications and approaches  to disabilities we may potentially encounter in our classrooms. However, the distinct process taken by administration, educators, students and their families in order to identify a disability or learning need(s) was foreign to me at the beginning of our course. Presently my comprehension of Competency 2 can be presented through the following artifact on Special Education and supported by the video entitled, "Dear Teacher: Heartfelt Advice for Teachers from Students"

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RtI Concept Map

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Competency 3: The Special Education Process, laws/regulations and Response to Intervention

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Competency 3: The Special Education Process, laws/regulations and Response to Intervention

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The extensive laws and regulations associated with Special Education in America can seem overwhelming in the beginning of ones studies of exceptional learning. However, it is crucial for future and present educators to understand the rights of student's and resources available to ensure the most appropriate learning environment. Attached is an article written by assistant professor of law Elizabeth A. Shaver from the University of Akron School of Law, describing suitable reforms to IDEA's core principles.

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"Dear Teacher: Heartfelt Advice for Teachers from Students

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"Dear Teacher: Heartfelt Advice for Teachers from Students

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Competency 2 continued

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Dear Teacher: Heartfelt Advice for Teachers from Students

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At the beginning of our Exceptional Learner course, I was apprehensive about the class being a duplicate to the Foundations of Special Education taken during my undergraduate studies. However, after my experience in this class I am confident in saying that it has truly helped me to "understand and appreciate" diverse learners while teaching me important concepts on how to support and improve all of my future student's academic needs and achievements, especially those with disabilities. The following portfolio is a reflection on my understanding and mastery of the 6 Course Competencies taught throughout this semester.

Thank you,
Constance Franzone

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Competency 1:Categories of Disabilities 

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Competency 1:Categories of Disabilities 

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Although there are many classifications of disabilities recognized in our field, I was able to specifically examine four categories that affect students daily. The following Pecha Kutcha discusses common disabilities such as orthopedic impairments, multiple disabilities, traumatic brain injuries and other health impairments while providing additional comprehension to the first Competency category reviewed in our course.