TRB Standard 3

Educators understand and apply knowledge of student growth and development.

Educators are knowledgeable about how children develop as learners and as social beings, and demonstrate an understanding of individual learning differences and special needs. This knowledge is used to assist educators in making decisions about curriculum, instruction, assessment and classroom management.

Evidence #1 of Adherence: Attendance of Seminar by POPFASD on the Effects of Fetal Alcohol Spectrum Disorder (FASD) upon Learning (2016/09/19)

This seminar was fascinating and quite informative. The speaker, Mr. Stacey Wakabayashi, guided us through the latest in educational research about how children with FASD tend to learn and how teachers can help them achieve their full potential. He also shared stories from his vast experience as a teacher of kids with FASD and gave us practical tips on how to accommodate students who have special learning requirements (which, as he pointed out, are usually good ways to make information accessible to all students).

Evidence #2 of Adherence: Experience in Remedial Education

From my first tutoring job—where my student was diagnosed with Autism Spectrum Disorder (ASD)—to more recent years working as a teacher at Sylvan Learning Centre, I have worked extensively with students of a broad range of academic levels and abilities. Over the span of my teaching career I have continually pursued learning new ways to adapt my instruction towards using the most approachable, positive language possible. While researching how I can best communicate with specific students of mine with special needs, I have gained new insight into how I can adapt my curriculum for learners of all types.

Evidence #3: Successful Completion of University Course in Child & Youth Development Within the Context of Education

In this course, we learned about education strategies through the lens of a developmental psychologist. We learned psychological theories and suggestions from such prominent researchers and psychologists as Piaget, Vygotsky, Montessori, Freud, Maslow, and Skinner; throughout the course we were tasked to find ways to use these theories within educational contexts.

Evidence #4: Family History of Helping People with Diverse Abilities

Work with people with special needs is integral to my family culture, as I have many cousins with unique educational needs. My sister is an autism consultant, and my mother and my aunt have Master’s Degrees in Counselling. Often my family’s dinner table conversations would include fascinating psychological research that would suggest new strategies we could use to continue to support and include our family members with special needs.

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