Alexa Knoderer

2/1/21
Diverse and Professional Growth Plan
ED 493

1) How do special educators actively create learning environments that foster

cultural understanding, safety, emotional wellbeing, positive social interactions,
active engagement of individuals with disabilities and valuing of diversity?
a) Many SPED educators engage in Co-Teaching practices. In this manner,
they can support their students within the general education curriculum as
they work to grow and learn alongside their peers. This practice
demonstrates to students that the SPED and general curriculum educators
are a team and work together to help their students reach goals and
objectives. Additionally, it allows the SPED educator to support students in
developing positive relationships and social skills as they interact with
neurotypical peers. Using this model, SPED educators can mitigate any
issues that could arise for students with disabilities in the general
education curriculum. This allows students to be more successful knowing
that part of their SPED support system is embedded within the general
education classes.
b) Additionally, it is crucial that SPED educators support students' emotional
development and regulation. Many districts use a standard SEL
curriculum, and it is imperative that educators adhere to and make
necessary additions to their SEL curriculum, especially given the global
pandemic.
c) In the placement I am in currently, my cooperating teacher has an ICAN
service dog, Dino, that accompanies her to school everyday. He is out in
the hallway during passing periods, and students are able to have a
moment with him on the way to class. Prior to the pandemic, Dino would
travel with certain students to their classes and support positive behavior,
interactions, responsibility, and emotional regulation. He makes a huge
impact on the school community for both students and teachers.

2) How do SPED educators be active and resourceful in seeking to understand how

primary language, cultural, and familial backgrounds interact with the individuals
exceptional condition to impact the individuals academic, social, attitudes,
values, interests, and career choices?
a) SPED educators can achieve this by having open communication with
families, the student, and other stakeholders in the child’s education. This
line of communication should be established early within each academic
year to ensure that student needs are being met right from the jump. It is
 important for students to know and understand that the SPED educator
works with and communicates often with their family or guardian. As
student age increases, they should ALWAYS be involved in the
conversation or Case Conference to ensure that they know the
expectations of the adults around them and can exercise their own
autonomy in appropriate situations.

3) How do SPED educators understand that the beliefs, traditions, and values
across and within cultures can affect relationships among/between students, their
families, and the school community?
a) Most schools or districts are offering Professional Development
specifically focusing on teacher cultural competence. If it is not mandated
for teachers to attend, it is imperative that SPED educators seek these
opportunities out to improve their cultural competence.
b) Another lens that is helpful when thinking about this topic is
intersectionality. Educators must know how different identities that
students have affect their relationships with others and the school.
c) Additionally, teachers can plan a Welcome curriculum that helps them
gather information about students. Many teachers have something similar
to an “All About Me” activity where students can share information about
themselves that they feel is most pertinent for their educational team to
know. Some teachers even choose to have students take the Multiple
Intelligence Survey or a Learning Style Inventory to help them figure out
what type of learner they are. This helps their teachers to better cater
instruction to the type of learners in the classroom.
d) It is also really beneficial to have students keep a journal. Not only does
this encourage writing development, it can also help teachers get to know
their students on a deeper level.

4) How do SPED educators understand that culture and language can interact with
exceptionalities and can be sensitive to the many aspects of diversity with
students who have disabilities and their families?
a) Educators must collaborate with other school professionals to determine if
the student need is language based or due to a disability. Collaboration
will be essential here because historically, students who are not proficient
in English have been overidentified for Special Education Services.
However, it is also important to recognize that ELL students experience
disability at the same rate as students whose primary language is English,
so they should not be written off as not having a disability if there is
evidence to support further testing.
 b) As stated previously, open communication with parents is essential to
understanding how culture, language, and other forms of diversity affect
students on our caseload. Families know their kids best, and they have a
wealth of information that, through a working relationship, they can share
with educators. They can also give more information about the student’s
disability which can help educators understand what methods could be
most effective when working with this student.

5) List 5 answers to the following statement: How will you as a teacher who works
with students have disabilities actively plan and engage in activities that foster
your professional growth and keep yourself current with evidence-based best
practices?
a) Schools are constantly offering PD opportunities for teachers. It is
essential for SPED educators to thoroughly engage in this along with all
extra opportunities. Some of these may include Book Clubs or Discussion
Groups.
b) I will continue and finish my Applied Educational Neuroscience certificate
at Butler University. With this certification, I will be able to teach students
about their brain, brain states, emotional regulation, as well as cater my
teaching to the way the brain acquires learning. Additionally, this
coursework gives me the information to create brain and trauma informed
discipline, de-escalation, and conflict resolution systems.
c) I will consistently seek out educational and professional development
opportunities that may not be sponsored or delivered by my district. I will
examine my weak spots as a teacher to determine what I need/want to
learn more about.
d) I will participate in a Special Education PLC to work with other SPED
educators to encourage growth and development as I enter my first few
years of the profession. This is also an excellent way to receive support
from master teachers.
e) Lastly, I will stay up to date on the latest research and evidence based
practice by actively seeking to read this information. There is new data
being shared constantly, and I will make a habit of checking for new
research about how I can better serve students with disabilities.