Domain D - Tpe 4
Domain D - Tpe 4
Aaron Mancilla
National University
023060682
TED 690
Abstract
This paper reviews the importance of demonstrating competency for TPE 4.2 Understand and
apply knowledge of the range and characteristics of typical and atypical child development from
birth through adolescence to help inform instructional planning and learning experiences for all
students. An introduction is included of how I demonstrated competency for TPE 4.2 by
presenting accommodations for an atypical student. In this paper, I will also include research
evidence on how I demonstrated competency. Lastly, a reflection and how it has changed my
teaching strategies and perception as a teacher.
Domain D: TPE 4.2 Artifact’s Supporting Documentation
Introduction
TPE 4.2 was met by creating adaptations and accommodations, a list for a student with a
learning disability of auditory processing and attention with ADHD is presented as the artifacts.
On the list I listed the accommodation necessary to allow the student to excel in the class. The
focus of the accommodations is to assist the students with coping skills and self-discipline. The
accommodations that I presented was for the fall semester of 2020. During this time, I was doing
the student teaching clinical hours, and I did not design the accommodation. I just implemented
the accommodation; this is due to the Covid-19. The staff of the school designed the plan and
accommodation for all students presenting characteristics of atypical child development. I need
to mention that the implementation of the accommodations was rarely used, as student hardly
attended the zoom classes. When the student assisted the zoom class, he was able to apply his
self-discipline plan and when necessary I reminded him of these coping skills.
Explanation
Competency for TPE 4.2 was met by the implementation of the accommodations when it
was necessary to assist the student with the learning disability of auditory processing and
assisting the student in coping skills and by promoting self-discipline. The way I prevented
discomfort was by allowing the student to text thru the chat box and to express his feelings.
According to current theorists and researchers, most “emotions can be functional regulators of
behavior and interpersonal processes, they also agree that, under some conditions, emotions may
become maladaptive or dysregulating and may require additional regulation” (Barrett, 2014) and
the additional regulation was addressed by allowing the student to express his feelings when the
student felt discomforted. I approach the method of prevention as the student knew throughout
Domain D: TPE 4.2 Artifact’s Supporting Documentation
the semester that in order to avoid major distractions because his inability to focus, he had that
option to express his feelings to prevent further discomfort and distractions. Another method that
those students who do not display independent behavioral control and thus must develop student-
regulated strategies-interventions that, though initially taught by the teacher, are intended to be
implemented independently by the student” (Smith, Polloway, Patton, & Dowdy, pg. 43, 2012).
In the approach of self-discipline, the student independently takes action to regulated their
emotions, and this was achieve by the student taking a brake every 30 minutes as stated on the
accommodations plan.
Reflection
As a result of implementing the accommodation plan to assist the student with a learning
disability of auditory processing and attention with ADHD, I believe prevention is the key to
assist any student with atypical child development. In the future when I get my own class room, I
will go over the plan with the students with atypical child development. I will guide them to
identify when they feel discomfort and to take action on that very moment. I believe that if the
students become self-discipline to regulate their emotions, they will be able to stay regulate their
Reference
Barrett, K. C. (2014). Timescales and adaptation in children's typical and atypical development:
A functionalist approach. Human Development, 57(5), 305-312.
doi:http://dx.doi.org.nuls.idm.oclc.org/10.1159/000365871
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Smith T., Polloway E., Patton J., &Dowdy C.(2012). Teaching Students with Special Needs in
Inclusive Settings. Upper Saddlw River, NJ; Pearson Education, Inc.