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Checklist for Assignments
1. I understand my professor’s expectations for this assignment. In particular, I understand
his/her specifications regarding collaborating with other students, consulting sources and
using artificial intelligence tools.
2. I completed this assignment without unauthorized assistance from others, including people,
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paraphrasing, or grammar tools.
3. I used the documentation style recommended by my professor consistently throughout this
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4. When including direct quotations, I have acknowledged the use of others’ words by
including quotation marks around the quoted material and I have provided full and accurate
citations.
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figures, audio, video, etc. from outside sources.
7. For this assignment, I have saved all of the articles I cited, all of my notes, outlines and
rough drafts in the event that my professor asks to see these.
8. I have never previously submitted this assignment, or parts of this assignment, for any
other course.
9. I did not share my work with anyone else, and have no intention of doing so.
10.If someone else proofread my work and provided suggestions for revisions, I made all of the
changes myself.
11.I asked my instructor, a librarian or a tutor for citation help if needed.
12.I understand Sheridan’s Academic Integrity Policy, and aware of the consequences of
breaching this policy.
Student Name: Eunmi Jeon_ Date: Feb. 25, 2024
Signature:
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Assignment: #RPJ1
Eunmi Jeon
FLPL26367
Professor Jim Mactaggart
Feb. 25, 2024.
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Reflective Practice Journal 1:
“Learned how to build independence is for students with disabilities.”
Background:
My placement is in a middle school within the Peel District School Board, specifically within a
developmental disabilities special classroom. I support "Ibrahim" in the DD special class. He is an 8th-
grade student with a genetic disorder. He has many difficulties with his daily life and school due to his
genetic disease. These include stiffness, feeding difficulties, unsteady walking, slow movements, verbal
communication, toilet training, and academic performance. He does not independently get on and off
the school bus, walk independently in the hallways, hold hands, eat on his own during snack or lunch
times, carry school bags, take off or put on outerwear, or carry items or packed lunches. He does not
take care of things himself. He doesn't chew or swallow, and they don't drink water alone. He doesn't
even realize he goes to the bathroom when needed. One day, as I was getting on and off the school
bus, I helped him put on and unfasten his seatbelt, carried his bags, held his hand, walked him down
the hallway, stripped him of his outer clothes, and fed him lunch. But EA said he could and should be
allowed to do it independently. She said he is in 8th grade now and will be entering 9th-grade high
school next semester, and he must learn to be more independent. Because he is non-verbal, he does
not communicate well verbally, but when the teacher or EA gives him instructions, he understands,
recognizes, and follows them well. I aim to provide your child with strategies to participate in school
independently. Therefore, I need to learn how to educate and encourage him to adapt well to high
school and live independently in society.
Questions / Goals:
This experience made me think about the following questions:
How will I support him to develop independence at school?
What specific strategies can be implemented successfully?
How should collaborate at school and home?
What are effective coping strategies for students in similar situations?
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What resources and support should I seek for expertise and understanding?
Today’s reflection will focus on this one question:
How can I help Ibrahim develop independence in daily tasks at school?
Action / Answers:
I spoke to the school team, and they suggested that he should be left to do it himself independently.
I told him I should not hold his hand, carry his bag, take his clothes off or put him on, or feed him, but
tell him verbally what he should do, give instructions, and watch and wait patiently until he acts.
In my Sheridan class, Professor Fitzgibbon taught us to "Divide tasks into smaller parts and set mini
goals" (Sheridan, 2023, Week 3) to support students with developmental disabilities. This is to “Reduce
the cognitive load of any task presented to them.” (Sheridan, 2023, Week 3), and Ibrahim is “Practice
breaking tasks down and estimating time for each sub-task and making a plan to complete them.”
(Sheridan, 2023, Week 3). Additionally, I need to know its strategies like "Some strategies to support
students in this area is to provide frequent check-ins with students and give feedback and praise their
on-task behaviour." (Sheridan, 2023, Week 3).
After reviewing the website titled PediaPlex: Encouraging Independence for Children with Special
Needs, I learned that helping Ibrahim doesn't mean I should do his work for him and that it's important
to challenge and keep practicing. "Avoid doing things for them. If your child is capable of brushing their
own hair or getting dressed by themselves, let them do it – even if it means allowing for extra time. It
might be easier for you to do it for them, but it doesn’t help them in the long run. If a task takes a while,
keep giving them opportunities to practice and improve their skills. Provide challenges. Don’t make
everything easy just so your child will succeed. Be strategic in giving them challenges that they can
achieve with some effort or practice. They’ll begin to see that they can do things if they put their mind to
it and work hard. If a task is a struggle for them, consider ways to adapt it to their current abilities. As
they develop their skills, you can continue to make adjustments to build their independence."
(PediaPlex, n.d.)
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Implications for Practice (New Competencies):
In summary, I learned how important independence is for students with disabilities and that
individual needs to improve independence require specific strategies tailored to each individual's
needs.
This experience will help me as a future EA because I learned I must be patient, encouraging, and
consistent in teaching students with disabilities. I also learned the importance of strategies and constant
monitoring of student needs.
I will work harder to strengthen my professional knowledge of various disabilities and learn new
strategies to support student's development and learning for independent living.
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Reference
PediaPlex. (n.d.). Encouraging independence for children with special needs. PediaPlex: Autism
Spectrum Disorder & ABA Therapy: Southlake, TX, Alliance, Fort Worth, TX & Frisco, TX. Retrieved
from https://www.pediaplex.net/blog/encouraging-independence-for-children-with-special-needs
Sheridan College. (2023). Intellectual and Learning Disabilities, Week 3: [PowerPoint. Slides]. Oakville,
Ontario.
