· How do teachers collaborate with the speech therapists, occupational therapists, counselors, and other service providers that work with students with disabilities? Teachers collaborate with speech therapists, occupational therapists, counselors, and other service providers that work with students with disabilities by providing data and critical information that relates to the child’s progress in the general education classroom. Often, as teachers, it is our duty to go the extra mile for children with disabilities to assure that they are receiving all accommodations/modifications stipulated in their 504 and IEP’s (if applicable). · What are some helpful tips on how to work with parents of students with disabilities? Something that helps me personally work with parents of students with disabilities is having a lot of patience. As educators we may face obstacles while working with these children, however, we need to keep in mind that we see them for 7-8 hours a day. Parents have their children for a lifetime. We need to be extra compassionate and careful with how we speak to these parents in regards to their children’s progress/ behavior. Also, keeping constant communication with parents is a key factor in their children’s education. · How do general and special education teachers work together to facilitate the success of students with disabilities General and special education teachers work together to facilitate the success of students with disabilities by coming together at the very minimum once a week to collaborate and share data taken in the classroom. Working together should always the number one priority when it comes to working with any child because it takes a TEAM to educate a child. Transparency and collaboration is very important in this department all while still keeping student/teacher confidentiality in mind. · How do teachers advocate for students with disabilities (e.g.: how do they make sure students with disabilities are not discriminated against based on their disability status)? Teachers advocate for their students with disabilities by standing up and defending whenever something unethical is taking place. We are children’s #1 line of defense in a school setting. We need to take action with the first incident to assure that no further incidents will take place. It’s important to teach what the word compassion exists, especially in the world we are living in today. Bullying is a pandemic that exists in most schools. It is our duty to fight, defend, and show children that school is a safe space. For many students, school IS the only safe space that they have. We need to keep it that way. · How are accommodations applied in the classroom? Accommodations are applied in the classroom first by stipulating it into our lesson plans. Accommodations can be as small as extended time on an exam to as big as allowing a child to wear specific clothing/attire that makes them feel comfortable at school. Accommodations are first est ...

1. · How do teachers collaborate with the speech therapists,
occupational therapists, counselors, and other service providers
that work with students with disabilities?
Teachers collaborate with speech therapists, occupational
therapists, counselors, and other service providers that work
with students with disabilities by providing data and critical
information that relates to the child’s progress in the general
education classroom. Often, as teachers, it is our duty to go the
extra mile for children with disabilities to assure that they are
receiving all accommodations/modifications stipulated in their
504 and IEP’s (if applicable).
· What are some helpful tips on how to work with parents of
students with disabilities?
Something that helps me personally work with parents of
students with disabilities is having a lot of patience. As
educators we may face obstacles while working with these
children, however, we need to keep in mind that we see them for
7-8 hours a day. Parents have their children for a lifetime. We
need to be extra compassionate and careful with how we speak
to these parents in regards to their children’s progress/
behavior. Also, keeping constant communication with parents is
a key factor in their children’s education.
· How do general and special education teachers work together
to facilitate the success of students with disabilities
General and special education teachers work together to
facilitate the success of students with disabilities by coming
together at the very minimum once a week to collaborate and
share data taken in the classroom. Working together should
always the number one priority when it comes to working with
any child because it takes a TEAM to educate a child.
Transparency and collaboration is very important in this
department all while still keeping student/teacher
confidentiality in mind.
· How do teachers advocate for students with disabilities (e.g.:

2. how do they make sure students with disabilities are not
discriminated against based on their disability status)?
Teachers advocate for their students with disabilities by
standing up and defending whenever something unethical is
taking place. We are children’s #1 line of defense in a school
setting. We need to take action with the first incident to assure
that no further incidents will take place. It’s important to teach
what the word compassion exists, especially in the world we are
living in today. Bullying is a pandemic that exists in most
schools. It is our duty to fight, defend, and show children that
school is a safe space. For many students, school IS the only
safe space that they have. We need to keep it that way.
· How are accommodations applied in the classroom?
Accommodations are applied in the classroom first by
stipulating it into our lesson plans. Accommodations can be as
small as extended time on an exam to as big as allowing a child
to wear specific clothing/attire that makes them feel
comfortable at school. Accommodations are first established by
a district approve professional and it is our duty and
responsibility to apply this into the classroom. Personally, the
accommodations that I use in the classroom are extended testing
time, extended time on take home assignments, encouragement,
positive reinforcement, small group lessons, repetition, and
seating arrangements.
· How do teachers identify students that need RtI/Multi-tiered
supports?
Teachers identify students that need multi tiered supports by
first doing a universal screening at the beginning of the school
year. After that, we can identify who is in need of multi tiered
instruction. We first attempt at tier 1 which is most of the
classroom population. Once data is retrieved and we see that a
student is not showing gains or progress, we can then move
them to tier 2 instruction, which is a small group of students (4-
6 max). If tier 2 does not work based on data, then we can
collaborate with an ESE specialist and parents to move them to
tier 3, which would be individualized student support.

3. · How do teachers monitor and assess the RtI process in the
classroom?
Teachers monitor and assess the RTI process in the classroom
by taking data. This data is retrieved from the child’s progress
in subjects such as reading, math, and writing.
· What are the responsibilities of teachers when it comes to
providing Level 2 and Level 3 supports for students as part of
RtI?
The first responsibility of teachers when it comes to tier 2 and 3
instruction is to make sure that the intervention is actually
being completed. If no intervention is completed, then no data
can be retrieved, if no data is retrieved, then the child may not
receive the support or assistance needed after the tiers of
intervention.
· What resources do teachers seek to plan for differentiating
instruction and to best address the varying levels of suppor t
required by each student?
Personally, the resources I use to plan DI lessons is by using the
Florida Wonders Differentiated Instruction curriculum.
Thankfully, it’s all set up for us to be able to facilitate this
instruction. At the current school I work at, we use I-ready
diagnostic data to place children in the different levels of
instruction which are beyond level, on level 1, on level 2, and
approaching (ELLs can also fall into DI). Not all children learn
the way we teach so we must change the way we teach in order
for them to learn. Differentiated instruction does just that.
· What specific supports do teachers need when working with
students with disabilities?
Specific supports teachers need when working with students
with disabilities are obviously first the support of the school
personnel such as ESE coach/director, special education
teacher, counselors, therapists, and instructional coaches. The
second most important support is the support of the parents.
School professionals and families need to work together to
insure the maximum progression of a student. As I previously

4. mentioned, it takes a team to educate a child. We all need to be
in this together, especially when it comes to working with
children who have exceptionalities.