Clinical Field Experience C: Learning Environments
Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning, and inspire confident social collaboration, active commitment in learning, and self- motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry.
Allocate at least 3 hours in the field to support this field experience.
Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.
Your discussion should address the following prompts:
How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?
Include two original questions to obtain further information about areas of interest you may have.
Use any remaining field experience hours to ask the school leader for examples of tests, test results, and IEPs that you can review, maintaining school/district and GCU confidentiality practices.
In 500-750 words, summarize and reflect upon your collaborations and explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Clinical Field Experience C: Learning Environments
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Clinical Field Experience C: Learning Environments
My field experience while collaborating with a teacher leader in a local educational facility revealed interesting structural and systemic considerations that these leaders integrate to ensure that all their learners benefit maximumly during their learning interactions. The three hours I spent observing, asking questions, and assisting the teacher in teaching a class were inspirational and career-changing. They revealed that leaders use varying strategies for promoting inclusiveness, collaboration, and updating their workforce on dealing with varying disabilities and complying with established standards through routine and targeted capacity building.
During the interactions, the teacher leader emphasized the educators’ importance in differentiating content to facilitate appropriate learning for all individuals irrespective of their shortcomings. She stated that she promotes scaffolding of content because it allows learners to benefit within their capabilities (Asian Development Bank, 2022). The mention of interactive groups as a preferential method further illustrates the initiatives she commends in enabling inclusivity among learners (Garcнa-Carriуn et al., 2018). Combining these tactics leads to a supportive learning setting for all learners with varying abilities.
Achieving inclusivity and instructional methods that consider the needs of all learners can only occur in an adequately capacity-built workforce. The teacher leader indicated that she occasionally trains the educators to update them with emerging guidelines about inclusive education to ensure that they improve the teachers’ self-efficacy (Asian Development Bank, 2022). Such an aspect equips them with skills for dealing with diversified classrooms inclusive of gifted and learners with learning disabilities confidently. Thus, capacity building keeps the workforce ready to address any emerging learning needs among students.
Faculties with increased interest in improving the inclusivity of the learning environment to benefit learners with disabilities receive additional training to refine their instructional approaches. For instance, the administration integrates targeted skill dissemination seminars that familiarize selected educators with varied technologies for special education. Cheng and Lai (2019) indicate that this is an intensive training that goes beyond the inclusiveness of students. It equips educators with a fundamental understanding of diverse technologies and their inclusion in facilitating learning among individuals with disabilities in classrooms. Such teachers become special educators with critical skills for assisting needy cases to catch up with their peers.
As a leader, remaining updated with the diverse disability-related regulations is fundamental to prevent IDEA litigations. One of the effective ways of achieving this goal is to constantly research current disability policies at the federal and state level to familiarize and integrate them into the learning settings. Without continuous learning, it be...