InTASC Standard #2: Learning Differences

Brief Description of Evidence: In the fall semester of 2021 during my EDUC 230 The Exceptional Child class a group of 3 other students and I created a classroom design that would be inclusive for all students. This design included things such as inclusive posters that represented diversity through out the class. We created mats under the desks for safety for all students if they were to fall because of a medical reason. This classroom plan also had seating that was comfortable for each student to be able to sit on.  We created a plan of what we wanted to be sure to have in this classroom, as well as a physical representation of the classroom.

 

Analysis of What I Learned: I learned several things from this assignment. I researched several different modifications that should be included in my future classroom for safety and inclusion purposes. I learned how having inclusive posters can encourage students and help each learner feel welcomed and loved in my classroom. I learned how to collaborate with other future educators in order to create the best inclusive learning environment for every learner to meet high standards. I learned about not just the disabilities that should be included in the classroom but also about diverse cultures and communities that should be included in the classroom design. 

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How This Artifact Demonstrates my Competence on the InTASC Standard: This artifact demonstrates my competence in InTASC standard 2 because upon learning about exceptional children I was able to create a classroom design that was sure to include everyone. Within this classroom design, it created a very welcoming classroom by having students feel represented and seen with representation for their cultures. This classroom included safety measures for students with disabilities such as mats underneath the desks for falls, and being sure that desks were separated enough for everyone to be able to get around the classroom well. We also were sure to have the desks close to the front of the room to be sure every student was able to read the board. This activity is a great representation of Maslow’s hierarchy of needs. Maslow’s theory states that children must have their basic needs met, such as physical needs, safety, and love and belonging before children are able to problem solve and create. (Teen Rehab, 2021) I believe that having my classroom welcoming to everyone will be a great environment for students to be able to learn and grow. 

 

 

 

Resources: 

Council of Chief State School Officers. (2013, April). Interstate Teacher Assessment and Support Consortium InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development. Washington, DC: Author.

Teen Rehab. (2021, January 27). Maslow’s Hierarchy of Needs for Kids and Teens. Retrieved April 23, 2022, from https://www.teenrehab.org/resources/helping-your-teen/how-maslows-hierarchy-of-needs-affects-your-teen/