I want take this opportunity to share of throughout my 25 years experience as a social worker in Hong Kong, working with disabled individuals, and my 7 years as a preschool teacher in the United States, I have gained valuable insights into creating an inclusive environment for special needs learners. In this journey, I have developed practical strategies in differentiated learning and fostered partnerships with special education educators. Collaborating with my co-teacher and CD has been essential in ensuring classroom success.
Differentiated learning strategies: Recognizing the diverse needs and abilities of special needs learners, I employ differentiated instruction to cater to their individual learning styles. By offer- ing varied instructional materials, adapting teaching techniques, and providing alternative assessment methods, I create a supportive environment that enables each student to thrive and reach their full potential.
Individualized Education Plans (IEPs): Collaborating closely with special education educators, I actively participate in the development and implementation of Individualized Education Plans (IEPs) for students with special needs. This involves setting specific goals, outlining necessary accommodations, and monitoring progress. Regular communication with the special education team ensures that we work collectively to meet the unique needs of each student.
Assistive technology integration: I leverage the power of assistive technology to support special needs learners in their academic and social development. Through the use of specialized software, communication devices, and adaptive equipment, I provide opportunities for increased independence, engagement, and accessibility. Collaborating with my co-teacher and CD, we identify and integrate the most effective assistive technology tools into our instructional practices.
Collaboration and co-teaching: Building strong partnerships with special education educators is vital in creating an inclusive environment. By collaborating with them through co-teaching and joint planning sessions, we seamlessly integrate special needs students into the mainstream classroom. Sharing our expertise, resources, and experiences allows us to design comprehensive instructional strategies and ensure the success of all learners.
Positive behavior support: I implement positive behavior support strategies and being patient is a powerful tools to create a nurturing and inclusive classroom climate. By fostering a sense of belonging, setting clear expectations, and providing appropriate interventions, I promote positive social interactions and emotional well-being. Working collaboratively with my co-teacher and CD, we establish consistent behavior management strategies and provide necessary support for students with special needs.
By combining my experience as a social worker and preschool teacher, along with the collabora- tion of my co-teacher and CD, I have successfully created an inclusive environment for special needs learners. Through differentiated learning strategies, the development and implementation of IEPs, the integration of assistive technology, collaboration with special education educators, and the implementation of positive behavior support, we ensure that every student receives the support and opportunities they need to thrive academically and socially. Together, we strive for classroom success and the overall well-being of our students with special needs.
Sincerely,
Vivian Fon
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When the Learning Genie was introduced to me, I was very excited about sharing with the parents what I was teaching to the children on a more personable level. One of the most valuable features that I used was taking photos of the children doing activities and being able to send the pictures electronically to the parents on a daily basis. The parents were very excited each day to receive their email and see what their child had learned. The parents would use information we provided on a daily basis and talk about what they learned at school. This was a great conversation starter. Most children would come home from school and ask their child what they learned at school today and most would say “nothing I just played”. With the daily information I found that the children showed what they learned at school sometimes teaching their parents some things.