The artifact I will create for the classroom with learners with special needs will be a multisensory resource. I will combine colorful, playful, and age and class-appropriate PowerPoint presentations coupled with audio recordings as I guide the learners in attaining the lesson objectives. The audio recordings will be tailored to match with the content on the PowerPoint slides, which will be projected for all learners to see ( März, Kelchtermans, G & Vermeir, 2017 ). Those with sight problems will benefit from the audio recordings as well as guidance from the primary teacher and their assistants. The concepts I have acquired in the course, such as ensuring that an artifact supports accessibility and classroom inclusivity, and keeps into consideration various learners' needs, helped me to create the project idea.
The outcomes for this course have been captured in the artifact idea. The outcomes include identifying learners’ abilities when teaching in a general classroom, acknowledging that learners with special needs require extra and specialized attention, and having unique professional methods when teaching learners with disabilities (Danielson, 2016). These outcomes will be achieved since the multisensory nature of my artifact will ensure that every learner’s ability is tapped.
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The artifact also resonates with the various components of the Charlotte Danielson framework. First, there will be adequate planning and preparation as the PowerPoint slides, and audio recordings will have to be prepared in advance (Danielson, 2016). Second, there will be a consideration of the classroom environment since the combination of visual and audio stimuli, as well as teacher guidance, will ensure that the various learners’ needs are met in the lesson.
Course Concepts
Place of Special Needs Education
Special needs education is a range of services in education for learners with disabilities, which is developed in consideration of their different learning needs. It is built to ensure children with disabilities develop their capabilities to achieve self-dependence and social participation ( März, Kelchtermans, G & Vermeir, 2017 ). Learning for the disabled can be done through resource rooms, specialized classes, or in special schools. However, conditions can be made possible for them to learn in typical school systems and classrooms.
Diagnosing of Learners with Special Needs
The child could be identified as a special needs student through the initiatives of the state ‘child find’ program. This program recognizes the child's overall growth and development aspect and identifies the needs. However, educators in school can also do a comprehensive evaluation of the learner’s intellectual and academic growth and development (Long, 2019). Also, the kid has to be approved by the Individualized Educational Program(IEP) as eligible to receive special education.
Conditions Covered Under Individuals with Disability Education Act (IDEA)
IDEA legislation directs all public schools to provide special education. However, this act does not include all the students struggling in their education. It covers only those children whose performance has been adversely affected due to impairments of speech, hearing, orthopedic, visual, or disabilities in specific learning and intellectual ( Long, 2019) . Also, those with deafness, traumatic brain injuries, multiple disabilities, and deaf-blindness are included.
Creating Access to Learners with Disabilities
To make education accessible to all students, the individual needs of the learners should be considered. The school should have buildings where those in wheelchairs can get in without assistance. The modes of instruction should be modified to suit all with different needs like the use of more hearing and visual aids and exceptional attention to those with special learning abilities (Danielson, 2016).
Inclusivity in a General Classroom .
Strategies should be put in place to aid learning to ensure that students with special needs succeed in their educational goals in a general school system. These strategies could entail the use of assistive technology, modification of the assignments to be simple, and the issuance of less homework ( Long, 2019) . Also, a school should have paraprofessionals that assist students as instruction continues.
Implementation of the Artifact
Understanding the concept of special needs education will help me in developing different perceptions of my students in the classroom. I will identify the various services that my learners required to achieve the teaching goals. I will also create a unique learning environment for students with special needs.
By being aware of the procedures used in identifying the learners to be included in the special needs education, I will be able to conduct a comprehensive assessment of my students. This evaluation will make it possible for me to assist some learners in my class with particular learning disabilities to get the academic aid they require.
The concept of identifying those learners that are eligible to receive coverage by the IDEA increas es my understanding of the components of the whole act and the covers that are attached to the law. I will be able to direct parents and caregivers to get individualized Education Program (IEP) documents to place learners appropriately with special needs.
The concept of access to children with disabilities will enable me to identify the different programs to which my school districts ha s put in place to assist learners with disabilities. There are special entrances for those in wheelchairs and even parking spaces for their wheelchairs within the institution (Long, 2019). I will use more visual and hearing aids for my class instruction.
The concept of the strategies used in a general school to aid special needs students will encourage me to come up with ways of ensuring I change the sitting positions of my students following their needs. The school ha s paraprofessionals to assist the learners with different learning abilities as instruction continued. I will encourage t hose learners who ha ve difficulties in writing to type their notes into their laptops instead of writing.
References
Danielson, C. (2016). Charlotte Danielson on rethinking teacher evaluation. Education Week , 35 (28), 20-24.
Long, T. M. (2019). Moving Beyond Inclusion to Participation: Essential Elements. Education Sciences & Society-Open Access Journal , 10 (1). 12-24
März, V., Kelchtermans, G., & Vermeir, K. (2017). Artifacts as authoritative actors in educational reform. Journal of Educational Change , 18 (4), 439-464.
