Diversity Protfolio EDF2085

1. Winegard Elementary School
Joshua Carey
EDF 2085-23819
Dr. Knowles

2. Artifact #1
Example of conflict
resolution exercises

3. Artifact #2
Description of ESOL/ELL programs
and procedures for identification.

4. Artifact #3
Discuses Exception Education for OCPS

5. Lesson Plan

6. The Children Working
Working on learning math skills
buy using marshmallows to help
her count.

7. This was a caterpillar that was
made during art time.

8. The children were working on a story project using vocab words.

9. Exceptional Education Interview
Name of Teacher: Caitlin Carey School: Southwest Middle School Grade: 6th - 8th
• 1. What exceptionality do the students have? What grade level and what age are they?
• The students in my classroom have Autism. I teach a mix of 6th – 8th grade students.
• 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?
• The children in my class have delays in academics, self help skills, and social skills. They are currently showing academics on
a 2nd-4th grade reading and math levels. The regular education students at the school are on reading and math levels of 6 th –
8th grade. Modifications include teaching on the level the children currently are on (2 nd – 4th grade.) If a student attends
regular education classes, they have a one-on-one provider who attends class with them to modify the work from their
current grade level to the level that they are presently on. We encourage them to go to regular education classes if
applicable to socialize with students their age.
• 3. What recommendations does the parent have for you, regarding what you might provide for children who have special
needs?
• Parent involvement varies per child. The ideal situation of parent involvement is the ability to send home extra work from
school to reinforce the lesson that was taught during the day. The more repetition of any assignment, the better odds the
child will retain the information and progress.
• 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?
• The hardest challenge we face in our classroom is the curriculum verses the level our students are in the class. Since we are
in the middle school environment, the school provides curriculum that is on a middle school level. Since our children are not
at this level, we have to be more creative with the materials we have to teach our students. The county does not provide
elementary age curriculum in a middle school setting.

10. Exceptional Education Interview
cont.
• Some common modifications made for our students are:
• a. guided notes (questions that are very close to the text found in the book so students can find the answers easily)
• b. fill in the blank with a word bank provided
• c. less choices on multiple choice tests (3 choices verse 4)
• d. less problems on a math worksheet (1/2 the amount of work with the intention to send more home later)
• e. guided reading (reading with child)
• As a teacher of children with special needs, we need to provide the students with the curriculum for the level of learning
they are on verses the grade level they are currently in.
• 5. What type of assistive technology do you use to accommodate the special needs of your students?
• The technology in our classroom is the same that is provided to all classrooms in the school. We have a promethean board
in each classroom. This allows us to link the elmo (camera), a computer, and the white board in the classroom. This board
allows interactive activities for the teacher and student including writing capabilities on the board (similar to paint) and a
touch screen.

11. Verification of Observation Hours Sheet