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Introduction

 

My name is Simona Gulyas and I am a fairly new Ontario Certified Teacher. I finished teachers’ college in 2022 and this past September, I was offered a full-time contract in grade 2. Previously, I did do an LTO as an itinerant, and before that a grade 6/7 LTO. The principal at that time, gave me a Teacher’s Performance Appraisal and had mentioned that taking an AQ course in Special Education would benefit my teaching practice. We had many students with varying needs at the school, and many on IEP’s. This was something that was still very new to me. In school, we touched on IEP’s and special education, but we did not dive very deep into it. Knowing the many needs within our schools, I knew that this course would be beneficial for me as a new teacher.

The reason I took this course was to learn more about how to write and support students with IEP’s, along with learning when to determine when a student may need an IEP. Looking at the various case studies, collaborating with my peers in groups discussions, and practicing in creating IEP’s, has given me more confidence when walking into a classroom and knowing what to look for and how to support my students. My current school highly values the principles surrounding the Universal Design for Learning (UDL). Another goal from this course, was to acquire different strategies that foster UDL for all my students. This ensures that everyone has equal access to the curriculum and is learning in a way that is meaningful to them. To tie to this goal, is learning about inclusive teaching practices that I can implement into my classroom. It is crucial for all students to experience a sense of belonging at school and feel free to express who they are. My teaching philosophy is grounded in positive rapport with students, and I think implementing inclusive teaching practices with further support and strengthen my philosophy. Lastly, behaviour management has always been a key focus of mine and something that I am very passionate about. I think it is embedded within positive relationships, and when students feel a positive connection with their teacher and classroom community, behaviour management comes very naturally. Another goal of mine is to acquire more behaviour interventions strategies that foster and promote positive behaviours for students with special needs.

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