2. Diversity Artifact
This is an artifact from a
multicultural classroom I observed.
The students and the teacher read
this book together in class, and then
reflected on it.
3. ESOL Artifact
This is an artifact from the
ESOL classroom I observed. It
is a test based on the store
“Jalapeño Bagels”, which the
students read together with
their teacher. It focuses on a
multicultural family, making it
perfect for an ESOL classroom.
4. Exceptional Education Artifact
This is a story from a lesson
in the ESE classroom I
observed. It is about a
college student who is
facing an issue with
procrastination. The
students would then create
a schedule to help him with
this issue, and the purpose
was to help them
understand time
management.
5. Lesson Plan
A lesson plan from a multicultural classroom. This was designed by teacher Miss
Ruth Elder.
6. Diversity Picture
This was taken in a multicultural
classroom and goes over the parts of
speech. It serves to help the students
remember how to correctly use words
in their sentences.
7. ESOL Picture
This is a picture of the cover of
“Jalapeño Bagels”, which was
read in the ESOL class. It was
read to the students so that
they could get more
experience reading in English,
but because it’s about a
culturally diverse family, a few
words that would be familiar
to some LEP students would
be used as well.
8. ESE Picture
This is a picture from a YouTube video called “Procrastination: The Musical”. It was
played at the beginning of the ESE class I observed and is a humorous way of
describing procrastination.
9. Interview
1. What exceptionality do the students have? What grade level and what age are they?
I teach varying exceptionalities. So I have a varying group of ESE students. Some of my students are special
diploma as well. I teach all grades. Each class has 9, 10, 11, and 12.
2. What needs do the children seem to have that are unique to this group? Common to other children? What
modifications in instructional approach are made?
All of the students have unique plans and each need different methods of instruction. Every day we change it
up…sometimes we do think, pair, share…small group, centers, and or direct instructions. I also allow my students
extended time so they have time to focus and understand the material.
3. What recommendations does the parent have for you, regarding what you might provide for children who
have special needs?
Some of the parents are involved. Sometimes the parent provided the teacher with suggestion and or things that
have worked in the past for the student. I have one parent who provides tool kits to each of the teachers.
4. How have you been affected by the education policy directed at children with special needs. What
modifications has the teacher made in teaching? What do you as a teacher still feel is needed?
I personally not have been affected by this since I am still a new ESE Teacher. The IDEA act states that we as a
school provide every student who has a disability the appropriate services. As a teacher I have to change the way I
teach every period. Some periods we need to do small group, others it is a lot of one on one support. As a teacher, I
feel that we need more ESE support staff to make sure we have enough hands on deck.
5. What type of assistive technology do you use to accommodate the special needs of your students?
I have a classroom IPAD. Some of my students have laptops that are provided to them by the county. I try and use
as many resources as possible because all of my students learn in different ways. I use the Doc Camera, Computer,
and Projector.
