Bridget Golden Phase 2 Integrated Reflections Spring 2013 Prior to the start of the Phase 2 of undergraduate courses for

the LBS I program, I had been warned about the rigorous coursework, challenging time commitments, and higher expectations set by professors and practicum supervisors. What I had not been forewarned about was how much my level of confidence and readiness has increased as a result the successful culmination of this semester. I have learned so much in the past few months while at my practicum setting and from my professors, supervisors, and coursework that continues to shape the special education teacher that I am on my way to becoming. This past semester, my practicum placement was in a second and third grade crosscategorical classroom at Thomas Paine Elementary School in Urbana, Illinois. Consistently throughout my time at this placement I have felt so lucky and appreciative of the opportunity to learn from my cooperating teacher and paraprofessionals. I absolutely adored my students and miss them tremendously already. Over the course of this semester, I worked closely with two of my students on instructional programs that were more functional life skill based. The first instructional program I implemented focused on one students ability to write her first name spelled correctly. The second instructional program focused on one students understanding of the correct sequential order of eating his school-provided breakfast. Although these students did not achieve 100% of their program objective, they acquired strategies and skills for independently participating in these tasks in the future. Furthermore, the experience of writing and implementing these two programs gave me practice thinking about how to teach functional life skills rather than solely academic based skills. The completed Instructional Program Reflection 1 and Instructional Program Reflection 2 discuss the outcomes of this instructional

period more in depth. Another aspect of my practicum placement that I found rewarding was the introduction of community-based instruction to my elementary school children. Although we did not go on trips daily, we would venture to community settings every few weeks. Not only was this fun and enjoyable for the students, but they also learned many important skills within the natural setting. For example, when we took the public transportation bus to various locations in the ChampaignUrbana area, the students learned the proper way to use a crosswalk, pay the bus driver, and behave on the bus. This semester instruction occurred at the zoo, Monicals Pizza, the Union bowling alley, Urbana High School, Wendys, and the University of Illinois campus. My experience in this introductory form of community-based learning gave me the insight necessary to complete the Community Based Instruction assignment and Group Management assignment. The coursework I have taken this semester further introduced me to aspects of special education that I had not seen before. The insight gained from researching this information has facilitated my knowledge of instructional strategies and the development of curriculum for students with disabilities. For example, the Record Review, Data Based Decision Making Assignment, and the Instructional Strategies Assignment required me to investigate aspects of special education within the classroom, whereas the Longitudinal Curriculum Development Plan, Instructional Setting Inventory, and the Skill Sequence were all based on the curriculum of one particular student. A common theme I found among these assignments is that it required me to reflect on students on an individual basis. Discovering the most efficient practices to educate students, develop curriculum plans, and monitor progress is important for the success of each child as an individual and the class as a whole. Ultimately, one of the most important lessons I have learned this semester is that the

relationships and partnerships teachers form with parents is the foundation for creating the most effective learning environment for a child. Maintaining these relationships is essential for a child to receive a balance of support at both the school and at home. This semester, I partnered with a local family with a daughter with Down syndrome. Spending time with this family over the course of the past few months has introduced me to many positive aspects of teacher-parent partnerships and their affect on a students educational experience. I plan on maintaining my relationship with my mentor family and am very grateful for the lessons they have taught me. I cant thank the parents or their daughter enough! To think that I have only two semesters left in the LBS I program is both a scary and very exciting thought. The past three semesters taking the undergraduate courses have been lifechanging and unforgettable. I could not be more thankful for my superior professors, advisors, cooperating teachers, and classmates. I truly believe that when I graduate college in one year I will be fully capable and prepared to succeed as a special education teacher thanks to the education I have received at the University of Illinois. I am excited to see what the future holds and apply what I have learned in Phase 2 in my future career!