This semester the main takeaways, I had were the importance of teaching student's self advocacy skills. Early intervention is key but we also want to teach our students skills and give them tools that provide independence as much as possible (least restrictive environment).

Additionally, social and emotional regulation has been important topic of conversation and learning during my internship. I learned to teach students the zones of emotional regulation and manage their negative responses to certain situations with healthy responses. This helped teach students how to independently navigate their behaviors with less teacher involvement and helped to create better teacher and student relationships. Additionally, it lessened unwanted behaviors and helped aid student awareness and created more accountability for their own behaviors. This is definitely a strategy I will continue to use in the future.

Another theme that was crucial this semester was the concept of inclusion. All of our student's have the push in model and some receive specialized instruction delivered in the resource room. However, the goal is for our students to build the skills, have the supports or tools to grow into an independent learner and to be in the least restrictive environment. Students with disabilities can benefit in most instances, when they receive time spent in the general education classroom learning along side peers with differing abilities. This semester, I learned how to incorporate PECS for two different students in their general education classroom. They both appeared to feel included and have a better understanding of what was occurring in their classroom with the use of the this tool. Additionally, I had another student whom I provided breaks for as needed because of her sensory and emotional needs. As of recently, we found out this student will be transitioning out of the resource room and will only receive push in supports. Partially because she has done so well using her visual schedule and practicing emotional regulation independently. This shows, we can teach our students skills and give them tools to use so they are able to move into a less restrictive environment. It is really bittersweet to see your student move on from needing less support. However, it means you have succeeded as a teacher and were able to teach them skills to respond to their own needs which will benefit them in the long term.

For the present and future, I plan to cultivate an inspiring and encouraging environment for all my students. I will continue celebrating and encouraging small achievements to maintain a positive classroom. As an educator, I will maintain professional and consistent communication with all involved with each student's IEP which often includes parents, para-professionals and general education teachers. All member must be involved in the student's plan to ensure the student's needs are being met in the most efficient way.