Artifact 11

Artifact #11:

Context: These artifacts were completed for partial fulfillment of the requirements for RE 5537, Educating Students with Reading Disabilities: Issues in Policy and Practice, taught by Dr. Devery Mock.

The Case Studies I completed not only involved some detective work, but showed holes in the system as well. I analyzed and compared the cum folders of two of my students: one identified as learning disabled and the other one not. It was very interesting to me (and disturbing) to find such discrepancies within the permanent record files of these two students. It raised an awareness of the differences between certification and non-certification amongst states and even school systems within the same state. I also took a closer look at the Response To Intervention (RTI) which is currently piloted in selected school systems, but soon to be a national requirement. Understanding these policies and procedures affects not only special education teachers, but all teachers, administrators, and staff of the school.

Standard 1. Foundational Knowledge.

Candidates have knowledge of the foundations of reading and writing processes and instruction.

Rationale: This class gave me a better understanding of how learning disabilities in reading are tested for and how students are ultimately identified to receive special services. I have also learned about current and forthcoming policies regarding RTI which will directly affect me and the students I serve.

Standard 3. Assessment, Diagnosis, and Evaluation.

Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

Rationale: This class helped me to analyze and translate tests such as the TERA-3, the TEWL-2, the WISC-IV, and the Woodcock Johnson. Understanding these tests helps me to plan appropriate instruction and make modifications according to individual student need.

Standard 5. Professional Development.

Candidates view professional development as a career-long effort and responsibility.

Rationale: During this class, we held many discussions regarding the identification of learning disabled students and the strengths and weaknesses associated with Response-To-Intervention. We also talked about ways we can advocate for educational settings that meet the needs of these children. This class opened up dialogue at my school as well.