Standard 2 Development and Learning

Title: IEP page VI- Least Restrictive Environment

Date: Fall 2015

Artifact Description: The following artifact is a page from an IEP for a student on the
caseload at Shullsburg Elementary School. This page explains why it is not appropriate for
the student to participate fulltime with non-disabled peers in the general education
environment.

ALIGNMENT
Wisconsin Teacher Standard Alignment
This artifact best aligns with standard two of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher understands how children learn and
develop, and can provide learning opportunities that support their intellectual, social, and
personal development. This artifact aligns with standard two because of the consideration
of varying developmental abilities and needs, and their application to learning instruction.
The artifact demonstrates my understanding of how learning occurs and the significance of
its consideration when designing curriculum that promote student learning for a wide
range of abilities. For this specific student, the form states why the students abilities effects
where and how he receives instruction. This student would not be successful as a part of
the general education classroom due to the pace of instruction and distractions in the
environment. The student also requires repeated practice, individualized instruction and
immediate feedback to develop his academic skills. This student has shown that they
respond much more positively when learning as a part of this structure.

UW-Platteville School of Education Knowledge, Skill, Disposition Statement

Alignment
I believe this experience best aligns with KSD3.e. of the UW-Platteville School of Education
Knowledge, Skill, and Disposition Statements which states: The candidate has the ability
to make appropriate adjustments to his/her instruction and accommodates students
questions and interests while being aware of student differences and difficulties, and can
use a wide range of resources and strategies to meet all students needs in the classroom.
This artifact best aligns with this standard because it shows how it is necessary to be
flexible as an educator. Not all students develop in the same way, and such cant be
expected to find success in identical structures. In order to provide this student with a
developmentally appropriate education the student requires a different approach than
their peers to allow them to be successful. By making these accommodations for this
student, the student was able to grasp the concept at multiple levels of development,
allowing for developmentally appropriate practice and deeper understanding of the central
idea.

Secondary Alignment
KSD1.b. Demonstrating Knowledge of Students
Reflection
What I learned about teaching/learning:
I have learned that developmentally appropriate practices are based on the developmental
needs of the children they serve. I understand that children are active learners, and to
facilitate learning for students individual appropriateness must be considered. I
understand that developmentally appropriate practices should be designed around the
students abilities and must take into consideration the specific needs and differences of
the child. Developmentally appropriate practice will nurture childrens growth as they
develop and acquire new skills and experiences.

What I learned about myself as a prospective educator:

I have learned that my effectiveness as a teacher is grounded heavily in developmentally
appropriate practice. I have also learned that as a teacher it is important to always
remember that we are responsible for changing the way we teach in order to meet the child
where they are developmentally. In all, Ive learned the importance of being flexible in
order to meet the needs of a child, and the significance in the consideration of development
in creating meaningful learning experiences, which nurture the learner to allow for success
and the development of academic skills and confidence.