EDLC 510

INTERVIEW ASSIGNMENT TEMPLATE – QUESTIONS FOR SPECIAL EDUCATION TEACHER OR

PARAPROFESSIONAL

First name or initials of interviewee: Kristin Ramirez (ES teacher)

Subjects taught or supported: Core ELA, Core Math, Interventions, Social Skills

Age of students: 7-10

Description of the special needs of these students, including:

● Name or types of conditions, syndromes, or disorders in the class

o PANDAS, Autism, ADHD, Mood Disorder, Speech and Language
● Physical challenges
o None
● Intellectual challenges
o Yes: Learning Disability
● Emotional challenges
o Yes: Mood Disorder, outbursts/unregulated emotions from PANDAS
● Social challenges

o Yes

Equipment, therapies, additional support needed to address classroom challenges:

Occupational Therapy: Out of the classroom therapy that helps students who have a cognitive, physical,
or sensory disability.

Speech Therapy: Out of the classroom service that helps students with any kind of speech or dialect
struggle.

Social Skills: in the classroom activities where students interact with each other and use their
communication skills to successfully complete the task at hand.

Zones of Regulation: This teaches students to name their feelings and understand how to control them.
This allows for a more open line of communication between teacher and student as using colors for
emotions makes them easier to name and identify for students.

Activities the class enjoys. Include a description of any adaptations required for students to be able to
participate in these activities.

My class really enjoys their social skills lesson. This is an activity where the students in my class
have to work together to complete a task. Sometimes we have competitions to see who is best at an
obstacle course and other times we play reading or math games. These activities are adapted based on
their individual learning needs and goals.

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What kinds of skills are required to work with students who have special needs? How do you work
with others who support your students?

To work with my specific demographic of students a lot of patience and compassion is needed. I
have also needed to focus on my communication skills with parents. I have also learned to be very
flexible and work with my students' homeroom teachers on lesson planning. We also have weekly
meetings regarding any student we share.

How has your life been impacted by teaching students with special needs?

I have become more understanding of people's situations outside of the classroom.

How have you had to adapt your teaching style for a special ed setting?

I thought my teaching style would be more rigid and scheduled. It turns out that does not really
fly with the kind of classroom setting I am in. I constantly have to have a plan B and C ready to go on a
constant basis and also need to figure out a way to teach so many different lessons at once. My day
consists of having to follow 3 grade level curriculum standards and having to juggle the different
schedules. There is no way my original teaching style would have worked for this kind of environment. I
have adapted into such a strategic and accommodating teaching because of being pushed out of my
initial comfort zone.

After you have completed the interview, you will write a 200-word summary of what you learned
from the interview and a 300-word conclusion. The conclusion must include citations from at least
one scholarly resource and the course textbook. A reference page should be included. The interview
template, summary, and conclusion should be submitted in one document.

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Interview Summary

Kristin Ramirez teaches a diverse group of students aged 7-10 with various needs, including conditions
such as PANDAS, Autism, ADHD, Mood Disorder, and Speech and Language challenges. A particularly
unique case is her student who experiences mood disorders, outbursts, and unregulated emotions due
to PANDAS. PANDAS has been a specific challenge for Kristin, and the school district, because of the
nature of this very rare disorder. While there are no physical challenges, some students have learning
disabilities. While they are deemed to be LD their behaviors are what keep them in emotional support
with Mrs. Ramirez. The class engages in activities such as social skills lessons (an overall favorite),
obstacle courses, and reading or math games, adapted to meet individual learning needs and goals.

Addressing classroom challenges involves Occupational Therapy, Speech Therapy, Social Skills, and the
Zones of Regulation. Working with Kristin’s Emotional Support students requires patience, compassion,
and effective communication with parents. Collaboration with homeroom teachers and weekly meetings
on shared students is also crucial. The experience has enhanced Kristin's understanding of people's
situations beyond the classroom.

Adapting to a special education setting, Kristin emphasizes flexibility, the need for constant backup
plans, and juggling multiple lessons simultaneously. Her teaching style has evolved to be strategic and
accommodating, driven by the necessity to adapt to the dynamic and diverse needs of her students.

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Conclusion

In conclusion, Kristin Ramirez's interview sheds light on the complex and dynamic nature of teaching
students with special needs. The diverse range of student needs in her class, including PANDAS, Autism,
ADHD, Mood Disorder, and Speech and Language challenges, truly shows the importance of
individualized approaches to address individual learning needs. While there are no physical challenges,
the presence of learning disabilities and emotional challenges, particularly mood disorders and non
regulated emotions from PANDAS, requires a comprehensive support system. Since PANDAS is such an
uncommon disorder I had to look into this further to fully understand what this is. PANDAS is a
“pediatric autoimmune neuropsychiatric disorder, symptoms include obsessive thoughts, compulsive
behaviors and motor or vocal tics. These symptoms can be accompanied by a variety of other
neuropsychiatric symptoms such as separation anxiety, moodiness/irritability, and anxiety
attacks''(Virginia Department of Health, Pediatric autoimmune neuropsychiatric disorders associated
with streptococcal infections (pandas) 2021). In researching this disorder and learning more about it, this
seems to be a very difficult disorder to manage in a classroom setting. Having a behavior plan, an
emergency plan, and an intervention plan in place for any student with PANDAS is imperative. This will
ensure teachers are prepared for any situation.

Since Mrs. Ramirez has such a wide variety of students and student needs, she utilizes differentiated
instruction almost daily. Differentiated instruction “provid[es] multiple options for the teacher and
students in the instructional content of lessons, as well as in the process of the lesson”(Orlich et al.,
2018). Through this method Kristin can help all of her students achieve their best understanding of the
topic at hand. She undoubtedly creates a classroom and learning environment that is most beneficial for
all students.

The activity most enjoyed by the class is their daily social skills lessons that have adapted games, and
obstacle courses, highlighting the significance of creating inclusive and engaging learning environments.
These lessons also allow the students to experience unfamiliar social interactions and learn how to
regulate their emotions in a safe and familiar environment. The incorporation of Occupational Therapy,
Speech Therapy, Social Skills, and the Zones of Regulation demonstrates the multifaceted approach
needed to address the diverse challenges presented by the students.

Kristin's insights into the skills required for working with special needs students emphasize the
paramount importance of patience, compassion, and effective communication. Collaborative efforts
with parents and homeroom teachers further enhance the support system, emphasizing the holistic
approach needed for the well-being and progress of these students.

The necessity to adapt her teaching style, embracing flexibility, and use strategic planning encapsulates
the transformative journey she has undergone in catering to the unique demands of a special education
setting.

While Kristin's experiences provide valuable evidence, research further supports the importance of
individualized and collaborative approaches in special education. According to De Fonte et. al, “effective
communication is essential for successful general and special education collaboration and frequently

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centers on critical issues related to assessment outcomes, curricular needs, and behavioral concerns”.
This aligns with Kristin's emphasis on working with various support services and team members to
create a safe and welcoming environment for her students to guide them to success. Being a special
education teacher has had a great impact on Mrs. Ramirez expressed how much compassion she has for
the families of special education/needy students when outside the school setting.

In essence, Kristin Ramirez's interview not only provides practical insights into teaching special needs
students but also resonates with existing scholarly literature, highlighting the significance of tailored
strategies and collaborative efforts in enhancing the educational experience for students with diverse
needs.

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References

Da Fonte, M. A., & Barton-Arwood, S. M. (2017). Collaboration of General and Special Education
Teachers: Perspectives and Strategies. Intervention in School and Clinic, 53(2), 99-106.
https://doi.org/10.1177/1053451217693370

Orlich, D. C., Harder, R. J., Callahan, R. C., Brown, A. H., & Trevisan, M. S. (2018). Teaching
strategies: A guide to effective instruction. Cengage Learning.

Pediatric autoimmune neuropsychiatric disorders associated with streptococcal infections

(pandas). Virginia Department of Health. (2021, February).
https://www.vdh.virginia.gov/epidemiology/epidemiology-fact-sheets/pediatric-autoimmune-
neuropsychiatric-disorders-associated-with-streptococcal-infections-pandas/