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Domain D - Tpe 4

This document summarizes how the author demonstrated competency for TPE 4.2 by implementing accommodations for a student with atypical development. The author presented a list of accommodations for a student with auditory processing and attention issues related to ADHD. While student teaching, the author implemented accommodations designed by the school, including allowing the student to take breaks every 30 minutes and express feelings through text chat. By focusing on prevention and self-discipline, the author believes they met TPE 4.2 competency. Going forward, the author will focus more on helping students regulate their own emotions to stay regulated.

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0% found this document useful (0 votes)
94 views

Domain D - Tpe 4

This document summarizes how the author demonstrated competency for TPE 4.2 by implementing accommodations for a student with atypical development. The author presented a list of accommodations for a student with auditory processing and attention issues related to ADHD. While student teaching, the author implemented accommodations designed by the school, including allowing the student to take breaks every 30 minutes and express feelings through text chat. By focusing on prevention and self-discipline, the author believes they met TPE 4.2 competency. Going forward, the author will focus more on helping students regulate their own emotions to stay regulated.

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We take content rights seriously. If you suspect this is your content, claim it here.
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Domain D: TPE 4.

2 Artifact’s Supporting Documentation

Domain D: TPE 4.2 Artifact’s Supporting Documentation

Aaron Mancilla

National University

023060682

TED 690

Professor Clifton E. Johnson

February 21, 2021


Domain D: TPE 4.2 Artifact’s Supporting Documentation

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

attention with ADHD. I demonstrated competency of TPE 4.2 by focusing in prevention by

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

I used as prevention was to focus in self-discipline, if “special attention needs to be given to

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

emotions, and as an educator this is an important aspect.


Domain D: TPE 4.2 Artifact’s Supporting Documentation

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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+Teaching Students with
Special Needs in
Inclusive Settings.
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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.

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