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Category #1 What position (content area/grade level) are you applying to? What do you believe about including students with disabilities in your classroom and why? What is important for other educators to understand about the history of the treatment of poeple with disabiltiies/special education in this country?

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Category #1 What position (content area/grade level) are you applying to? What do you believe about including students with disabilities in your classroom and why? What is important for other educators to understand about the history of the treatment of poeple with disabiltiies/special education in this country?

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I am applying for the job of Physical Education teacher as a college student hoping to pursue a career as a high school Physical Education teacher. I am a great believer in incorporating students with impairments in my classroom. Inclusion is a key idea that fosters fairness, access, and equitable opportunity for all students, regardless of talents or impairments. The inclusion of kids with impairments in the classroom benefits both the children and their classmates. It encourages a sense of belonging, improves understanding, and aids in the removal of obstacles and preconceptions. We can offer students with disabilities with the assistance they need to fully engage in physical education activities, improve their skills, and reach their full potential by building an inclusive atmosphere. It is critical for educators to understand the history of disability treatment and special education in the United States. Individuals with disabilities were frequently stigmatized, excluded, and denied educational chances in the past. They were subjected to prejudice, as well as limited access to education and social integration. Individuals with Disabilities Education Act (IDEA) and Americans with Disabilities Act (ADA) historic laws brought about substantial changes in how we see and teach people with disabilities. Educators must be cognizant of these historical conflicts as well as the significance of pushing for inclusive policies. It is critical to acknowledge that every kid, regardless of ability, deserves a great education and to give the appropriate adjustments and supports to ensure their success. Educators may strive towards developing inclusive and equitable learning environments that appreciate the variety and skills of all students, including those with disabilities, by studying this history.

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Category #3: Universal Design & Student Needs Part II- choose 1You will be working in a class with a student with Autism across content areas. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about Autism? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically? 

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Category #3: Universal Design & Student Needs Part II- choose 1You will be working in a class with a student with Autism across content areas. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about Autism? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically? 

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I predict that a kid with Autism may have two manifestations or traits in a PE classroom. One feature is difficulties with social contact and communication. This might include having trouble comprehending and interpreting social signs, keeping eye contact, or engaging in joint dialogues with peers. Another symptom might be delayed movement abilities or motor coordination, which could affect their ability to execute particular physical activities or learn new motor skills at the same rate as their peers. I would adopt two Universal Design for Learning (UDL) strategies to accommodate the kid with Autism in PE class until I gather a more detailed understanding of their requirements. First and foremost, I would deliver clear and structured instructions utilizing visual aids. Visual aids such as visual steps, pictures, or visual step-by-step instructions can assist students in understanding the expectations and sequence of tasks. This visual aid can improve their comprehension while also providing a feeling of predictability and structure. Second, I'd establish an organized and predictable workplace. A student with Autism may benefit from consistent routines, clear expectations, and the use of visual aids during transitions. Creating a consistent setting decreases anxiety and helps students understand what is anticipated throughout various periods of the lesson. Structured activities and defined boundaries might make kids feel more at ease and involved. These UDL practices attempt to establish an inclusive PE environment that meets the requirements of an autistic learner. However, it is crucial to remember that these practices are general tactics, and as I learn more about the student's unique needs and preferences, I will tailor my education and accommodations to best support their participation and success in PE class.

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Category #4: Ableism & Advocacy - choose 1 **NOTE for this one, you are responding to an ableist statement BY another person in the interview. How will you respond to that ableism as you answer the question? We have a lot of slow kids at our school, and you will likely have to have some of them in your classroom. Their test scores are going to be really low, which can impact your teacher evaluations. What will you do to try and make sure you get good teacher evaluations?

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Category #4: Ableism & Advocacy - choose 1 **NOTE for this one, you are responding to an ableist statement BY another person in the interview. How will you respond to that ableism as you answer the question? We have a lot of slow kids at our school, and you will likely have to have some of them in your classroom. Their test scores are going to be really low, which can impact your teacher evaluations. What will you do to try and make sure you get good teacher evaluations?

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In the classroom, I am committed to fostering diversity and combating ableism. Responding to the ableist statement requires underlining the need to create an inclusive and supportive learning environment for all students. In response to the ableist claim, I would emphasize that every child, regardless of abilities or difficulties, has the right to an equitable and high-quality education. I would discuss the significance of diversity and inclusion, highlighting how kids with diverse learning styles and abilities improve the learning experience. Rather than concentrating just on test scores and teacher evaluations, I would stress building a positive and supportive learning environment for all students, particularly those with varying learning paces or requirements. In the PE classroom, I would want to create an inclusive environment in which all children feel valued, respected, and motivated to participate. To ensure that I receive favorable teacher evaluations, I would employ a range of strategies that increase student participation and progress. These strategies include differentiated instruction to accommodate different learning styles and skills, tailored help and adaptations to meet the needs of students with differing abilities, and maintaining a positive and supportive classroom environment. In addition, I would work with other educators, support workers, and families to build a robust support network for children with varying learning needs. Open communication and teamwork would be critical in resolving any issues or concerns and ensuring that each student has the necessary assistance to succeed. Instead of relying exclusively on test results, I think that by demonstrating a commitment to inclusive practices, student progress, and cooperation, teacher evaluations will reflect the good influence I have on my students' overall development.

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Category #2: Universal Design & Student Needs  Part I- choose 1You will be working in a class with a student with Dyslexia. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about Dyslexia? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically?

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Category #2: Universal Design & Student Needs  Part I- choose 1You will be working in a class with a student with Dyslexia. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about Dyslexia? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically?

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As a college student desiring to be a Physical Education teacher, I predict that a dyslexic student in a PE classroom may have two manifestations or traits. One symptom is trouble reading and interpreting written/spoken directions for physical activity or game rules. This might make it difficult for them to grasp the duties or guidelines, impacting their involvement and overall interest. Another indication might be processing speed issues, which could lead to trouble keeping up with the pace of activities or fast acquiring new motor abilities in comparison to their peers. I would include two Universal Design for Learning (UDL) techniques to help the kid with Dyslexia in PE class before getting a detailed understanding of their requirements. To begin, I would give spoken instructions with visual signals and demonstrations. Visual aids, such as diagrams, photos, or films, this can help them grasp the activities, rules, and approaches, compensating for any issues they may have with reading or writing instructions. Second, I would propose different possibilities for involvement and evaluation. For example, I may give customized or adapted versions of exercises to meet the unique requirements of the student, allowing them to fully engage and exhibit their talents. In addition, rather than depending primarily on written assignments or examinations, I would examine different assessment techniques, such as verbal or observational evaluations, to measure their growth and knowledge. These UDL strategies attempt to establish a welcoming PE environment in which kids with dyslexia may participate and achieve. I'll adapt my approaches to give more tailored assistance and accommodations based off of feedback from the individuals.

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What position (content area/grade level) are you applying to? What do you believe about including students with disabilities in your classroom and why? What is important for other educators to understand about the history of the treatment of poeple with disabiltiies/special education in this country?

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You will be working in a class with a student with Dyslexia. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about Dyslexia? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically?

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You will be working in a class with a student with Attention Deficit Hyperactivity Disorder (ADHD) across content areas. What are 2 manifestations/characteristics you anticipate they may experience based on what you know about ADHD? Given this, what 2 UDL practices will you incorporate to support the student until you get to know their needs more specifically?

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question 1.                                               I will be applying for a PE teacher in the high school level grades nine through 12 I believe, including students with disabilities is important because they are humans to. They have the right to have the same rules/guidelines as the other people in the classroom. Of course it differs from each student because one maybe has a disability that you may or not have     to work with that.                                                - Johnny Casares 

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question 1.                                               I will be applying for a PE teacher in the high school level grades nine through 12 I believe, including students with disabilities is important because they are humans to. They have the right to have the same rules/guidelines as the other people in the classroom. Of course it differs from each student because one maybe has a disability that you may or not have     to work with that.                                                - Johnny Casares 

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People with dyslexia normally have People with dyslexia normally have poor spelling and writing skills. They may have a bit of difficulty, organizing their thoughts and translating them into a written form. They often have spelling errors/difficulties with grammar and punctuation. To support a  student with dyslexia do you have to work with them and you can provide multiple means of representation and or styles of learning. You can incorporate multiple resources, such as videos, and or audio recordings to help the student understand better.  - Johnny Casares question 1 choice 2

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People with dyslexia normally have People with dyslexia normally have poor spelling and writing skills. They may have a bit of difficulty, organizing their thoughts and translating them into a written form. They often have spelling errors/difficulties with grammar and punctuation. To support a  student with dyslexia do you have to work with them and you can provide multiple means of representation and or styles of learning. You can incorporate multiple resources, such as videos, and or audio recordings to help the student understand better.  - Johnny Casares question 1 choice 2

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Students with autism have difficulty with social interactions. They may have difficulty understanding, facial expressions, body language, and may struggle with maintaining conversations and understanding social norms, and expectations.  -Johnny Casares 

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Students with autism have difficulty with social interactions. They may have difficulty understanding, facial expressions, body language, and may struggle with maintaining conversations and understanding social norms, and expectations.  -Johnny Casares 

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What I would do in the classroom if it’s noticeable that my students are going to get low test scores I would just try to get them prepared as much as I can and really try to help them succeed and get good test scores I would be there for the students and have an open desk for them to come talk to me anytime they want with questions and or things that may be on the test. Hopefully the students will see that I am doing the most and actually care about them.  -Johnny Casares 

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What I would do in the classroom if it’s noticeable that my students are going to get low test scores I would just try to get them prepared as much as I can and really try to help them succeed and get good test scores I would be there for the students and have an open desk for them to come talk to me anytime they want with questions and or things that may be on the test. Hopefully the students will see that I am doing the most and actually care about them.  -Johnny Casares 

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We have a lot of slow kids at our school, and you will likely have to have some of them in your classroom. Their test scores are going to be really low, which can impact your teacher evaluations. What will you do to try and make sure you get good teacher evaluations?