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Assistive Technology Devices - Draft:Builder

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Assistive Technology Devices - Draft:Builder

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Draft:Builder is one example of an AT Device that I was able to explore and learn more about in READ 515. I feel strongly that these devices are critical in the inclusive classroom as they provide all students with additional support in all academic areas. Furthermore, they may be essential for students who utilize them to effectively communicate their thoughts and needs. It is important that we learn about these devices and how to best implement them in our classrooms so that each student feels confident in their abilities and when expressing themselves.

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Draft: Builder By: Jessica Kosinska What is it? What is Draft:Builder? Draft: Builder is a digital graphic organizer created by the company Don Johnston. It was produced to help students easily navigate the writing process. The program breaks down the early stages of writing into

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While it was difficult for me to understand Amanda in the first half, her later explanation shows that it is our definition of literacy and, in turn, education that serves to either benefit or disadvantage students. It is our job as future educators to provide students with a variety of opportunities, tools, and our dedication to understand their methods of communication so that every child will be able to meaningfully access every aspect of literacy and the curriculum. I found this video to be very powerful in revealing the subconscious biases we as future educators may have regarding literacy, communication, expression of knowledge, and education as a whole. Our dedication to implementing inclusive practices must first begin with us learning about the whole child and presuming that they can understand what is taught to them. We must work to provide tools such as AT devices so that each student can communicate and express their knowledge in a manner that is appropriate for them.

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Jean Piaget: Theory and Stages of Cognitive Development
Benjamin Bloom: Domains of Learning (Bloom's Taxonomy)
Erik Erikson: Eight Stages of Psychological Development
Lev Vygotsky: Theory of Learning & Zone of Proximal Development (Scaffolding)
Abraham Maslow: Maslow's Hierarchy of Needs
John Dewey: Progressive Education (Hands-on approach)
Howard Gardner: Theory of Multiple Intelligences

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Starting in elementary school and until now I have grown a lot in terms of my educational and teaching beliefs. By being exposed to various professors, literature, and fieldwork experiences I feel that I have started to form my teaching philosophy and feel confident in the type of educator I hope to be. I am dedicated to implementing effective inclusive practices in my future classroom and will work to provide every student with meaningful access to the curriculum with appropriate supports and scaffolds along the way. Every student deserves to work and learn alongside their peers at their own pace and with the tools they need to succeed. I will view each student holistically and constantly learn about their interests, strengths, and barriers to education so that I can help them thrive in and out of the classroom. The best way to do this is by collaboratively engaging with other educators, related service providers, staff, family, and the community. It is critical to presume competence as every child is capable of learning and expressing their knowledge in whatever manner works best for them. Furthermore, I will remain faithful to being a lifelong learner who is implementing research-based teaching strategies and assessments while also creating measurable learning objectives for each student that directly align with the curriculum. I will also evaluate myself consistently to ensure that I am doing the best for all of my students. This includes inclusion as there will always be more to learn about this educational approach and I look forward to doing that in the future!

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CAST.org - About Universal Design for Learning
Out of my mind by Sharon M. Draper
Co-Teach!: Building and Sustaining Effective Classroom Partnership in Inclusive Schools by Marilyn Friend
Effective Literacy Instruction for Learners with Complex Support Needs by Susan R. Copeland and Elizabeth B. Keefe
Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education by Susan Baglieri with Arthur Shapiro
And the multitude of readings provided on Canvas for every teacher education course here at MSU

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Every professor I have had the pleasure of interacting with as a student at MSU has helped me to grow in my understanding of how to best educate all students but particularly those with specific learning needs. I have learned how the term inclusion can be interpreted and the many ways to support students in this type of classroom. All of these perspectives have helped me tremendously and I hope that this continues into my final year here at MSU.

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Throughout my time at MSU, I have been introduced to the Universal Design for Learning framework. This is an area in which I feel that I have learned a lot about but I am still looking to explore. Although this is not the sole component in inclusive education it is an important piece. As a future educator, I want all children to be able to meaningfully access the curriculum with the proper supports, and to do that I can use UDL to attend to all students learning needs. I would like to learn more about actually implementing this framework in a classroom and I hope to be able to do that during student teaching and in my future classroom!

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ILLUMINATING YOUNG MINDS®. (n.d.). Retrieved from https://lightbridgeacademy.com/programs

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During my sophomore year, I applied to work at a daycare near me called Lightbridge Academy. I have been working here for three years and have had plenty of experience with children from six months to six years old. In the older classrooms, I assist in implementing various educational activities. When doing so, I work with other educators to engage all the children and provide them with the proper supports so that they can meaningfully work and play with their peers. We follow the Seedlings Early Childhood Curriculum which is inspired by a multitude of educational philosophers such as Fredrich Fröbel, Howard Gardner, Loris Malaguzzi, Maria Montessori, and Jean Piaget. We work to view every child holistically in order to help them succeed in all developmental areas. I also interact with many related service providers such as speech-language pathologists in order to incorporate the strategies they suggest for the children they work with to help them and every child thrive in the inclusive classroom. I feel that I have grown with regard to my knowledge of inclusion, however, every day I come to work I am reminded that I will always be learning how to best support my students and in innovating the inclusive environment.

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ECEL 200: Dr. William H. Horton Elementary School

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ECEL 200: Dr. William H. Horton Elementary School

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This was the first teaching related course that I had taken at MSU. It introduced me to social justice education both in a college classroom and while completing fieldwork in Newark. During this time, I was introduced to an extraordinary teacher, Ms. L who is a passionate educator and showed me what inclusive education should look like. Although I was unfamiliar with the concept at the time since this was the beginning of my journey, looking back, I see how dedicated she was to educating all students and attending to/supporting every student's learning needs. Ms. L's inclusive teaching philosophy and practices showed during my observations and I aspire to be the type of educator she is in the future.

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ECEL 200: Perspectives of Education in Democracy
ECEL 279: Theories and Models of Inclusive Education
ECSE 305: Development & Learning in Children With & Without Disabilities
ECSE 339: Pedagogy in the Inclusive Elementary Classroom
READ 399: Early Literacy Development & Instruction
READ 408: Literacy in Elementary Grades
READ 515: Literacy Strategies for the Inclusive Classroom
ECSE 536: Observation & Assessment of Elementary Age Children with Disabilities
ECSE 523: Communication, Collaboration, & Consultation in Early Childhood & Elementary Contexts
And many more!

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I came to MSU knowing that I wanted to pursue my aspiration of becoming an elementary school teacher based on both the positive and negative experiences I had with education as a child. When I first looked into applying to the teacher education program, I was unaware of the BA/MAT program. However, after familiarizing myself with its certifications, goals, and philosophies for teachers dedicated to educating ALL students, I became intrigued. Once accepted, this is where I started to learn more about inclusion, its history, and how future teachers like myself were learning to become advocates of this educational approach.

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As a child, similar to many other individuals my age, I had very little experience with inclusion. I remember that some students were viewed as "different" and spent most of their day in another classroom (self-contained). These students were only integrated into the general education classroom during electives (gym, art, music, etc.), homeroom, assemblies, or for extenuating circumstances (i.e. a teacher being absent). Going into high school, I was more conscious of this separation. During this time, there were also several classes in which students with specific learning needs were integrated and the class was co-taught (general education teacher and special education teacher).