Author Archives: alex lougheed

Supports for Students with Exceptionalities

I have always had an interest in working with students who have exceptionalities, particularly those with Autism Spectrum Disorder. Although inclusion is the ideology of supporting and including all students, I still see merit in focusing and learning about specific supports for students with exceptionalities. Throughout this program I was able to expand my knowledge about supporting students with ASD, as well as learn and think critically about supports available for other exceptionalities such as Cerebral palsy and Congenital deaf-blindness.

Artifact #1: Disability Summary- EPSE 575

For this project I was required to analyze and learn about congenital deaf-blindness  in order to provide a summary about the known cause, prevalence, any distinctive characteristics associated as well as any social, educational, or physical implications. I find this project to be of importance as it allowed for me to learn about a disability which I did not know a lot about prior to. By following an inclusive learning model I am supporting all students in my class. Through being aware of all different types of exceptionalities and needs, such as congenital deaf-blindness, I can be better prepared to support all of the students within my classroom.

Artifact #2: Learning Journal- Cerebral Palsy-EPSE 403

This reflection allowed for me to analyze a specific case in which a child with Cerebral Palsy was able to be taught alongside her peers and included within the classroom community. Looking specifically at social inclusion and the benefits of this contributing to overall school success, I discuss the benefits of inclusion for this child. This project is important because it connects some of the premises behind inclusive education with a real-life example in order to help myself, as well as other educators, understand the benefits of inclusion as well as how it can be achievable.

Artifact #3:Critical Review- Behaviours and Interventions of Special Education- EPSE 512

This critical review analyzes an article that was a literature review on the behaviours of students in self-contained classrooms versus inclusive classrooms. I discuss the issues I found within the article such as the lack of person-first language, negative connotations towards those with exceptionalities, as well as the lack of specific definitions for comparison. Using personal experience and knowledge, I provide some insights into my thoughts surrounding the ideas shared, as well as what the research has said. This paper was an important learning moment for me in that I realized how important defining inclusion and person-first language is. Throughout this learning journey, I was always reading articles in support of inclusion using positive definitions and person-first language that does not negate a person with exceptionalities. After reading the article for this critical review, I started to become more aware of how articles that have the opposite opinion can have such a negative effect on supporting an inclusive learning model within the education system. 

Planning for Inclusive Practices

Inclusion is so important in supporting all students. I believe it is the backbone of what is the best way to teach and support all students within the education system. Inclusion has opened my eyes to the fact that it is not always just about the students in your class who have exceptionalities, it is about including all students in your class. 

Just as when you travel and meet many different people and need to be prepared for any situation, every classroom and experience will bring you a different group of children. It is important to always be prepared by having a plan that will support all students, no matter what.

Artifact #1: Self Assessment-EPSE 565i

This assignment required for me to think of some way to represent my learning in EPSE 565i. I created a poster that I have now put up within my classroom to help me with planning an inclusive learning community. This poster briefly goes over developing important routines and how to plan and assess students within the classroom and is used as a reminder to remember these integral aspects. This project is important because it provides a “how to guide” for an educator who is trying to establish an inclusive classroom community and may wish to include elements such as the 3-block model or the Respecting Diversity (RD) program. Just as when you travel, it is helpful to have a brief “how to” guide to help you plan or engage in a new experience.

Artifact #2:Case Study- Part 2- EPSE 565i

This was a comprehensive assignment in that it required for the complete development of instruction for a case study class following an inclusive education model. As this is what I will be doing throughout the rest of my career, this project is important as it was my first opportunity to design an inclusive classroom in an ideal world. This allowed for me to see and determine my overall goal and some of the steps I can take to achieve this. When you travel you often need a plan before you set out on the adventure; this project allowed for me to learn how to create a plan before setting out on the exciting adventure that is each and every school year.

Artifact #3: Learning Journal- Rethinking Pullouts-EPSE 403

The argument of “push-in” and “pull-out” services is one that has been continuously debated in education, particularly when it comes to the discussion of inclusion. This journal reflects on my thoughts about pull-outs, and how having the resources and educators in the classroom can be beneficial for all students, as well as some of the steps it may take to reduce the number of pull-out services. This project was an important learning opportunity as it provided reflection on what I have experienced as both as a student and an educator with these services. This time for reflection is important in terms of taking a step back and determining what your overall goal is for your students, and whether or not “push-in” or “pull-out” will best support that.

Artifact #4: Critical Review- UDL in the classroom- EPSE 512

This critical review analyzes a research article in which Universal Design for Learning (UDL) was being implemented in a variety of classrooms to determine levels of engagement with students. I discuss the relationship between inclusion and UDL, as well as my own personal connections and reflection on these practices. These connections are important once again in determining what your overall goal is for your students and as an educator. Analyzing UDL as well as inclusion, both as separate and interconnecting ideologies, is important for any educator to determine whether this is something that is feasible for them, which is something I discuss in this review.

Volunteering at the Sikha Asia Foundation in Bangkok, Thailand with the “Books for All” program. One of my favourite memories from travelling and allowed for me to see the importance of education in a different perspective.

Social Emotional Learning

Social-Emotional Learning (SEL) is becoming increasingly important to implement within the classroom and students are increasingly struggling with many areas of mental-wellbeing and are notably having difficulty overcoming these obstacles. SEL is related to my overall goal of better supporting students in my classroom as it is an important element of inclusion. In order for every student to be included, they also need to feel like they belong. The idea of building a community of learners who are able to learn to understand their feelings and emotions, as well as develop the ability to be empathetic and relate to others is crucial to their overall achievement.

When you travel you meet all different types of people from all over the world. People with different life experiences and different expectations about the exciting and nerve-racking experience that is travelling. By being socially and emotionally competent, it is easier to develop empathy and understanding for those around us. This also allows for us to be even more open to new experiences that we never would have thought imaginable.

Artifact #1: Case Study Part 1-SEL-EPSE565i

For this part of the large case study, I was required to develop a plan to address the social and emotional learning needs of the classroom. This project is important because I was able to develop an ideal learning environment with many different layers and ideas. This provides a great starting point and working document to planning for any classroom in the future. I can reflect on what I see as an ideal plan, what strategies I have tried and have been successful, as well as what I can try in the future.

Artifact #2:Implementing Social-Emotional Learning into K-1 Classroom- EPSE 585

For the final project in EPSE 585, we were given a free choice to carry out a project and demonstrate our learning in any way. As the course began in September, I decided that I would focus on implementing more SEL into my daily classroom routines in order to better support my students. This paper reflects on connecting theory to practice and what I implemented within my classroom and the changes I saw within my students. This paper serves as a reflection on strategies I tried during my first year of teaching and how successful I did or did not find these strategies. This will be helpful in planning future learning environments.

Artifact #3: Inquiry Project-Exploring Motivation & Engagement- EPSE565R

Elements of self-regulation, including motivation and engagement, go hand-in-hand with being social and emotionally competent. For this project, I explored elements of self-regulation in my K-1 classroom, specifically looking at students level of motivation and engagement in a task. In taking theory and implementing it into my practice, I address the areas in which the students in my class are struggling with their engagement and how this is connecting to their social and emotional learning. Once again, I find this piece of work to be reflective and a valuable learning opportunity for me as an educator. By being able to look at my own practice and the choices I have made in connection with my students’ motivation and engagement, I can better understand specific tasks that are or are not working for certain students and why. This will allow for me to better inform my inclusive practices and plan for learning environments in the future.