Artifact: Second Learning Event (Focus Students) Source: SED220 Instructor (if applicable): Kate MacLeod Introduction to the Standard Standard: (1) The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Indicator: 1(b) Creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests and needs and that enables each learner to advance and accelerate his/her learning. Interpretation: Every student learns differently and has strengths within different areas. Each student is at a different level and needs different accommodations or modifications to the lesson you are creating as an educator. As an educator I will need to take these differences into consideration when I create learning events. I can take students strengths, interests, and needs and incorporate them into my lessons. Introduction to the Artifact: In my SED220 class I created an inclusive learning event that includes two focus students. Rationale: Within my second learning event in my unit on Animal Farm I have two focus students that I kept in mind when I was planning the event. My first student's name is Kayla (Pseudonym) and from her 504 I learned she has visual impairments so I have different accommodations within my learning event that allow her to do the same activities as the rest of the class. There are different resources I have included within the learning event to accommodate for Kaylas disability that would allow her to reach her full potential. One example is having an online version of the book which has access to a text-to-speech application in order to accommodate for her particular need. I will also be reading to the class out loud. This also accommodates for Kaylas particular needs and doesn't single her out. My second focus student is Thomas (Pseudonym). From his IEP I learned he has emotional and behavioral disabilities. He is very shy and excels at computer coding and creating websites. I have allowed Thomas to be in charge of group situations within this lesson so it will make him feel more confident. I have also allowed him to choose where he sits within the class so he feels more comfortable with his peers. He will also have a choice of who he works with in the class. This makes him more comfortable with the situation and lessens the chance of him refusing to do work in class. By making these accommodations I have made sure that each student has the appropriate instruction for the class. I make sure that I take each student's strengths, interests, and needs into consideration when I am planning each lesson. Artifact: