PROFESSIONAL COMPETENCY SELF-EVALUATIONS

SOCIAL AND EDUCATIONAL CONTEXT (7, 8, 9, 10)

TO ADAPT HIS OR HER TEACHING TO THE NEEDS AND
CHARACTERISTICS OF STUDENTS WITH LEARNING DISABILITIES,
SOCIAL MALADJUSTMENTS OR HANDICAPS.
FEATURES
Facilitates the educational and social integration of students with learning
disabilities, social maladjustments or handicaps.
Consults resource people and parents to obtain background information
on students with difficulties (needs, progress, etc.).
Proposes learning tasks, challenges and roles within the class that help
students to progress.
Participates in developing and implementing individualized education
plans.
LEVEL OF MASTERY
By the end of his or her initial training, the student teacher should be able to :
Cooperate in the development and implementation of individualized
education plans designed for students under his or her responsibility.

HOW HAVE I DEVELOPED THIS COMPETENCY DURING THIS COURSE

OR PROFESSIONAL SEMINAR/FIELD EXPERIENCE?

To ensure students focus, I developed a seating plan (in groups of

four) that placed students with needs closer to the Smart board. I also paired
students according to their strengths and needs and as mentioned before,
allowing them to aid one another. In addition, I assigned the groups with
different classroom duties (i.e. homework check in) to encourage students to
become responsible citizens.
I integrated students with IEP in the class by making proper
accommodations such as extended time for assessments and included
appropriate resource help (reader and/or scriber). In my field experience, the
classroom had a help table and I interacted with students who required extra
time or assistance with their classwork. This way, students with IEP were
given more attention and help while they say next to me during tests.
To understand the needs of students, I attended an IEP meeting that
included the resource teacher, my cooperating teacher and the French
teacher. I overviewed students IEPs and saw what was recommended in
each case as a form of accommodation. For instance, students with reading

comprehension difficulty were allowed a reader for assessment periods.

I also started to assign roles to restless students in order to get them
positively involved in the class. I would ask for an assistant when I explained
a math problem or demonstrated a concept that would require held models. I
would also choose volunteers to write down answers on the Smart board
when reviewing homework or during a lesson.
Lastly, I did a case study on a selected child with learning difficulties
and anxieties in math, and put together a plan to assess the childs
development over the course of this field experience.
ADVANCED
PARTIAL

THOROUGH
MINIMAL

ACCEPTABLE

*Use the features of the competency (listed above) and the professional competency rubric.

Name ________Nelojinii Rajendram____________

________260379688_________

ID

Date: _______December 1, 2015_________ Course Name & Number (e.g.

EDEC 253) ____EDEC 355_____
PS/FE level (circle one) 1
2
3
4
KEEP THESE FORMS IN YOUR PROFESSIONAL PORTFOLIO. YOU WILL ADD TO
THEM EACH YEAR.