Ive learned from many special educators and resource specialists about the legal side of student services.  My studies at CalStateTEACH have led me to research and learn about the legal aspects of teaching.  It is an important subject, since as an educator, I'll be legally responsible to meet the requirements of a student IEP or 504.  See the chart below I made to illustrate the 504 process.

In addition to the legal aspects of teaching, I learned about the different ways teachers can support learners with special needs. I watched videos and read articles about technology improving the learning experience for children with profound physical disabilities. One student did not have use of his hands, yet he was a gifted euphonium player (a tuba-like horn) thanks to assistive technology. More inspiring examples are in the Edutopia article and video.

I've always made it a priority to do my best work, and to constantly improve myself.  For example, for Task 4, I felt like my videotaped lesson failed miserably.  However, by considering what I could do differently and writing a detailed analysis of each area I want to improve, I earned the top score from the evaluation committee.  I consider that a statement on my commitment to improving my skills and abilities.  I listened to a talk by Carol Dweck, a Harvard/Stanford researcher who studied "mindsets."  Her work summed up my position that anyone can improve a skill or ability with dedicated hard work.  I have a "growth" mindset, according to Dweck's research conclusions.  The opposite is a "fixed" mindset, a belief that skills and abilities are something you're born with or don't have.  I intend to instill a "growth" mindset in my students. 

Notes:

1.                  Annual “child-find” is conducted to proactively identify students who may be eligible for §504 or IDEA services.

2.                  Under §504, the school district can use a student support team to create and implement interventions before referring the student’s case for evaluation.

4.                  §504 requires informed parental permission for initial evaluations.  If a parent refuses consent for an initial evaluation and a recipient school district suspects a student has a disability, §504 provides that school districts may use due process hearing procedures to override the parents’ denial of consent.

5.                  Gathering data and information may or may not include formal testing.

6.                  “Placement” does not imply pull-out resources.  Usually, resources and accommodations are provided in the mainstream classroom.

7.                  §504 re-evaluations may be conducted in accordance with the IDEA regulation, which requires re-evaluation at three-year intervals or more frequently if conditions warrant, or if the child's parent or teacher requests a re-evaluation.