Name: Rasmieh Mustapha

February 12, 2023

Your placement SMART Goal Plan: Goal # 1 of 2

S In my placement, I was introduced to a student who uses wheelchair and has

learning disability. He struggles to concentrate on one task at a time and
struggles to locate his belongings. Additionally, he frequently becomes
quickly overwhelmed by challenging or numerous tasks, like putting your
water bottle and lunch box in your locker before putting on your jacket. I
want to reach a goal that is based on his physical and intellectual disability
and implement my goal inside and outside the classroom. I want to
encourage him to rely on himself by boosting his self-esteem and helping
him implement skills for navigating the daily struggles of school.
I believe it is crucial for EAs to learn coping mechanisms to support him,
therefore the greatest way to aid students who struggle with inadequate
planning and organization in addition to short memory is to lessen the
cognitive load of any work I give them.
As a result, I could focus on understanding the executive function weakness
in students with learning disability (Fitzgibbon, Module 3, 2023)
M Once I have mastered 5-7 learning disability-specific methods and
procedures, I will be able to evaluate my progress. A list of the 5-7
strategies I'll use as evidence will be provided for students who occasionally
struggle with organization, planning, and follow-through.

As EAs, it is crucial for me to understand that children with LDs could

experience issues with all their executive functions or just a few of them.
My role is to implement plans that will support my students' achievement
and help them realize their potential for growth. (Fitzgibbon, Module 3,
2023)
A First, the teacher and EAs with the most expertise about this student's
requirements and I will initially have an informal discussion. Second, I
realized, after listening to the teacher's suggestions, that by making
accommodations or changing the learning environment, I might provide him
with additional support to help him develop these crucial abilities. Third, I
recommend that a posting visual schedule may be beneficial for a student
with a learning disability, particularly one who has trouble organising and
planning. Fourth, to find additional coping mechanisms that may be
employed in a classroom setting, I will draw on the strategies covered in the
course on Intellectual Learning Disabilities. These include explicit, guided
practise in recognising and ordering the pieces of a larger task. Fifth, I
could use those tips:

•Use a timer for tasks

•Give a list of materials/resources, Limit materials on desk

•Colour code handouts/workbooks/binders (Fitzgibbon, Module 3, 2023)

 R
The fact that during my field placement, they occasionally switched me to a
different student and had me stay with a new one to give me more
experience, even though the new students had various scenarios, is one
barrier that may impede me from getting an accurate image of the student. I
can overcome this challenge by asking the field teacher if I can work with
both at once and use various techniques.

T This goal will start on January 23 and conclude on April 16, 2023

Name: Rasmieh Mustapha

February 12, 2023

Your placement SMART Goal Plan: Goal # 2 of 2

S During my placement in high school, I was introduced to a student who had

ASD. She is nonverbal and struggles with fine and gross motor issues, as
well as running into things. Considering her disability, I aim to achieve a
goal to help her through her daily school routines. I would especially like to
meet her sensory demands and broaden my knowledge of coping
mechanisms. Therefore, as an EA, I must be aware whenever I interact with
the students in a classroom setting, assisting students with ASD's sensory
requirements.
For this reason, in my opinion, it is critical that EAs learn effective coping
mechanisms.
M I will be able to measure my success once I have acquired 5-7 tips and
strategies that can be used in a classroom for students with ASD, primarily
sensory issues. My evidence will be a list of sensory materials or equipment.
Moreover, I could think about what's in our environment to help that
students learn better. I could ask her if she needs a quiet corner or some
fidgety toys. My proof will consist of a list of the 5-7 alternatives and
essential explanations of each strategy (Lane-Barmapov, Module 3, 2023)
A To better understand this student's needs, I will first have an informal
discussion with the SERT/EA who possesses the most expertise in that
topic. I'll then use all the notes I took throughout our unstructured
discussions to develop the methods I'll use next. Second, in order to observe
how the student manages her usual schedule, I will, if at all appropriate, ask
the placement teacher if I can observe her during the school day. Third, I
will inquire about the student's stress management techniques, if she needs
longer breaks or more general relaxing tactics like rocking rockers, if I feel
like we can establish a connection. Fourth, I'll offer some
recommendations for tactics I adopted from the course   Autism Spectrum
Disorders, like regular schedule breaks for sensory input. Think about
accommodating the environment while engaging in sensory activities.
Finally, I will assemble all my evidence into a proof file. (Lane-Barmapov,
Module 3, 2023)
 R
Because they occasionally split up the EAs during my field placement, some
of them worked with students in experience work, and others went to the
high school cafeteria where some students helped prepare some snacks; I
could not spend the entire day with the same group of students. To
overcome this obstacle, I could ask the field teacher whether I could
continue working with the same student. As a backup plan to compensate
for the time I lost working with the original student when I switched, I could
also ask the classroom staff about more concerns.
T This goal will start on January 23 and conclude on April 16, 2023

Reference

(Lane-Barmapov,, M. (2023) ). Module 3. [PowerPoint] Slate. Oakville, Ontario. Retrieve from

ASD week 3 - EDUC16859 Autism Spectrum Disorders (sheridancollege.ca)

Fitzgibbon, A. (2023). Module 3. [PowerPoint] Slate. Oakville, Ontario. Retrieve from

https://slate.sheridancollege.ca/d2l/le/content/1055223/viewContent/13320216/View