ANNOTATED TRANSCRIPT
Below you will find information about the courses I have taken throughout my graduate studies in the Master of Arts in Education (MAED) with a concentration in special education program. I began my program at the College of Saint Elizabeth in Morristown, New Jersey, but the majority of my coursework
has been completed at Michigan State University.
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Course Codes:
ED= Education
CEP= Counseling, Educational Psychology & Special Education
FALL 2013
The primary focus of the course centered on learning key characteristics of various disabilities classified under the umbrella of special education and analysis of how these disabilities affect a child both educationally and psychosocially. I gained insight in these areas through small group interaction, research and analysis of scholarly journals, and completion of a project in which I conducted an in-depth analysis on the educational implications of a specific disability. I also benefited from being able to immerse myself in real-world experiences by spending time shadowing and observing members of a child study team to better understand the special education referral process. Overall, this course was particularly helpful in providing an introduction to working in the field of special education.
Curriculum, Instruction, and Special Materials for Students with Educational Disabilities
Instructor: Dr. Marshall Strax
This course helped build my knowledge of the multi-dimensional process of identification of the exceptional learner. This was done through analyzing different methods of evaluation and assessment, hands-on practice in the development of the IEP, exposure to support and advocacy services, incorporating caregiver involvement, and reflecting on the teacher’s role in the process. I also studied behavioral management theories and techniques and their role in working with the exceptional learner. I was able to incorporate my learning into my teaching approach throughout the semester, specifically in how I structure the learning environment for student success and implement data collection methods for monitoring student performance.
SPRING 2019
This course helped me think more deeply about how to apply the concepts and best practices associated with consultation, collaboration, cooperative learning, and teaming to my everyday practice. Throughout the semester I gained knowledge and skills related to the contexts in which collaboration and consultation occur in schools. In particular, through the completion of interviews with school personnel, caregivers, and students, I gained a better understanding of how to successfully facilitate collaborative interactions and relationships between individuals who work for students who are at risk or with disabilities. I also gained a better perspective on how the role and expectations of special education teachers have broadened and what I can do to be a proactive and collaborative member of my school community.
Educating Students with Challenging Behavior
Instructors: Dr. Vicky Mousouli and Dr. Evelyn R. Oka
This course provided an overview of the characteristics of children and youth who exhibit challenging behaviors in the classroom. I learned a number of research-based interventions for working more effectively with these students and how to apply these interventions in my own practice. Throughout the course I focused on completing an in-depth study and analysis of a target behavior I hope to reduce for a student I work with. Overall, this course has helped reinforce for me how incorporating instructional techniques and interventions that address behavior challenges in the classroom benefits all students and helps them feel more successful in school.
SUMMER 2019
CEP 866 provided an overview of the characteristics of children who are at-risk for developing difficulties in everyday functioning. Throughout the course, I learned how to recognize and analyze different approaches, both traditional and nontraditional, as well as the impact different approaches have on youth development. I also learned how to think systemically about how to address the needs of children and youth, as well as the importance of developing community-based relationships. Most importantly, I gained a better understanding of just how instrumental proactive, theory-based intervention programming can be in helping address the needs of children and youth who are at risk for a variety of problem behaviors, negative outcomes, and ultimately school failure.
This course helped me reflect on my strengths and weaknesses as it pertains to classroom management. Throughout the course I learned and evaluated different classroom management programs for effectiveness and identify which aspects of these programs would serve to enhance my work within the school setting. Through collaborative interactions with my classmates and the completion of sample case studies, I was able to further develop my classroom management skills by applying a variety of research-based classroom management techniques. This ultimately helped me develop a classroom management plan that I can implement in my everyday practice.
FALL 2019
Autism Spectrum Disorders: Characteristics and Educational Implications
Instructors: Dr. Tiffany Stauch and Katie Valentine
This course served as an introduction to working with individuals on the Autism Spectrum in the school setting. Through review of research on the history of Autism Spectrum Disorder (ASD), I gained insight on the causes and prevalence of the disorder, as well as characteristics of individuals associated with the disorder. As a culminating assignment in this course I used the knowledge I gained on ASD and proven interventions for assisting students with ASD in the classroom to create a professional development presentation that I provided to other school professionals. This gave me an opportunity to demonstrate my understanding of the impact of ASD on the individual, his/her family, and the broader school community.
This course focuses on the methods of research and inquiry educators should use in their daily practice. The importance of self-reflection and inquiry through the examination of biographical, autobiographical, and narrative ​forms of inquiry served as a central theme of the course. The completion of reflective essays served as a means of emphasizing inquiry and reflection as proven methods to build and refine one's own teaching philosophy. The culminating activity of the course allowed me to reflect on my own experiences as a teacher and student, especially in regard to technology in the classroom, and the ways in which I will continue to evolve my practice to meet the needs of my students.
SPRING 2020
Technology and Literacy for Students with Mild Disabilities
Instructors: Dr. Rachel Kopke and Dr. Cindy Okolo
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The primary focus of this course was to examine how technology can be used to support the development of literacy acquisition for students with reading and writing challenges and disabilities. A specific focus throughout the course centered on the use of different software and applications designed to improve literacy skills. In particular, digital text supports, writing tools, and alternatives to reading and writing were analyzed as a means of appropriate and sustainable supports in the classroom. Throughout the course, I developed and incorporated technology solution plans to address the specific needs of students I work with who have literacy challenges. By doing this, I am now better able to examine ways in which technology, when made accessible, assessed for feasibility and suitability, and used in conjunction with direct instruction helps my students improve their performance and independence in reading in writing tasks.
This course has provided me an opportunity to highlight all of the work that I have completed throughout the completion of a Master of Arts in Education (MAED) degree. Over the course of the semester, I created an online professional portfolio that highlights what I have learned since the beginning of my graduate coursework. Through ongoing collaboration and integration of feedback from classmates, I have learned how to create a dynamic professional portfolio that provides a place for others to view my work. My complete online portfolio now serves as a tangible representation of my professional skills and how the MAED program has contributed to my strengths and influenced my practice as an educator.