Practia: Autism

This experience focused on understanding and supporting students with autism in inclusive classroom settings. I evaluated key support documents such as IEPs, FBAs, and BIPs and implemented evidence-based instructional strategies designed to support engagement, communication, and learning for neurodivergent students. The following page highlights several key insights and examples from this experience.

Below are brief descriptions of each experience. To access the full piece of work, click the picture to open it in a new window!

Professional Dispositions

This reflection focused on the role of professional dispositions in special education, examining how qualities like flexibility, emotional regulation, collaboration, and reflection impact relationships with students, families, and colleagues. Drawing on my experiences as a teacher and parent of a child with special needs, I considered their effect in real-world situations such as IEP meetings and team collaboration. Overall, the experience reinforced how dispositions shape both educator practice and the trust and outcomes within special education.

Classroom Tour

The classroom tour highlighted how the classroom layout was intentionally organized to support student learning, independence, and engagement. It showed how individual schedules are used to help students understand expectations and navigate daily activities, while also emphasizing the importance of consistent routines in creating a structured and predictable environment. The video also pointed out key areas and supports within the classroom that help students stay organized, transition smoothly between tasks, and participate successfully throughout the day

Student Descriptions

The student descriptions focused on developing a deeper understanding of the diverse learners in the classroom. In this assignment, I described six students by highlighting their individual needs, strengths, interests, and preferences without using identifying information. The descriptions emphasized factors such as what motivates each student, their learning supports, and any dislikes or challenges that may affect their engagement. This experience helped reinforce the importance of recognizing each student as an individual and using that knowledge to better support their learning and participation in the classroom.

Inclusive Classroom Observations

The Inclusive Classroom Observation focused on a third-grade general education classroom during math, examining how inclusive practices support students with diverse needs. The observation highlighted classroom routines, teaching strategies, student engagement, and support staff roles, showing how all students participated fully. Key takeaways included the importance of scaffolded instruction, embedded supports, and proactive lesson design to ensure meaningful access for every learner.

Observation Form

Observation Summary

Individual Lesson

Small Group Lesson

Lesson Plans

The lesson plans created included two lessons tailored to student needs. One focused on an individual lesson for a single student, targeting their specific learning goals and preferences. The other was designed for a small group of three students, incorporating strategies to support collaboration, engagement, and differentiated learning within a shared activity. Both lessons emphasized individualized supports and inclusive instructional practices.

Analysis of an IEP

The analysis of the IEP meeting focused on how family participation was supported throughout the process. The reflection examined whether families received adequate notice and information, had opportunities to share their perspectives, and were included in decision-making in a clear, jargon-free way. The analysis highlighted the balance of speaking time, respect for family input, attention to cultural and linguistic needs, and the structured approach that allowed meaningful collaboration. Overall, the reflection emphasized the importance of approaching IEP meetings as partnerships with families to ensure that plans are both student-centered and supported by all team members.

Analysis of an FBA

FBA Checklist

FBA Summary

The analysis focused on a specific student’s Functional Behavior Assessment (FBA), examining the purpose, process, and effectiveness of the assessment in addressing that student’s behavioral needs. The reflection looked closely at the collected data on antecedents, behaviors, and consequences to identify triggers and inform targeted interventions. It highlighted the use of objective, systematic methods, collaboration with staff and families, and how the resulting Behavior Intervention Plan (BIP) was individualized and actionable. Overall, the analysis emphasized how reviewing this specific FBA guided proactive strategies to support the student’s success in an inclusive setting.

Analysis of a BIP

The analysis of the Behavior Intervention Plan (BIP) focused on a specific student, examining how the plan addressed the behaviors identified in the FBA. It looked at the strategies, supports, and interventions outlined, and how they were individualized to meet the student’s needs. The reflection emphasized how the BIP provides clear, actionable steps for staff, promotes consistency, and supports positive behavior in the classroom, helping the student succeed in an inclusive environment.

BIP Checklist

BIP Analysis

Presentation

Reflective Survey

Professional Development

The professional development presentation focused on the importance of collaboration in education, highlighting how effective teamwork among teachers, support staff, and families supports student success. It emphasized strategies for fostering communication, building trust, and leveraging diverse perspectives to improve planning and instructional outcomes. The presentation also explored practical ways to create a collaborative culture that benefits both students and educators.

Analysis of an IEP Meeting

The analysis focused on an actual IEP meeting that included a reevaluation and the development of an updated plan for a student. It examined how the team supported meaningful family participation before, during, and after the meeting, including providing notice, sharing draft documents, and creating opportunities for input. The reflection highlighted the use of clear, jargon-free communication, balanced speaking time, and incorporation of family perspectives into decision-making. Overall, the analysis emphasized the importance of approaching IEP meetings as collaborative partnerships, ensuring that the plan reflects the student’s needs while fostering trust and engagement with the family.

Collaboration Interviews

The collaboration interviews focused on understanding how team members—including teachers, paraprofessionals, and the principal—work together to support students in inclusive classrooms. These interviews explored communication practices, shared responsibilities, and strategies for promoting consistency and engagement across instructional settings. Special attention was given to the perspectives of paraprofessionals and the principal, highlighting their roles in implementing supports, guiding instructional decisions, and contributing to collaborative planning. The interviews emphasized how strong teamwork and open communication among all staff members enhance student learning and create a more cohesive, supportive classroom environment.