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WGU D182 Task 2: Developing a Professional Growth Plan,100% CORRECT
- Course
- D182
- Institution
- Western Governors University
WGU D182 Task 2: Developing a Professional Growth Plan
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WGU D182 Task 2: Developing a Professional Growth Plan
1
Task 2: Developing a Professional Growth Plan
Samantha A. McGarry
Dr. Jaquana Johnson
Western Governors University
D182 – The Reflective
Practitioner March 4, 2024
, Developing a Professional Growth
Plan Introduction
I am a special education teacher at a Title 1 public elementary school in a suburban area
in Bucks County, Pennsylvania. I teach in a self-contained classroom consisting of grades
kindergarten to second grade. All my students are classified with ASD (autism spectrum
disorder), speech and language disorders, speech apraxia, or other health impairments such as
ADHD (attention deficit hyperactivity disorder). I have a master’s degree in Special Education
with a concentration in Applied Behavior Analysis (ABA). I work with some learners who are
nonverbal and use Augmentative and Alternative (AAC) devices to communicate their needs,
wants, and ideas. The subjects I teach are ELA, math, and social skills. I have eight students in
my classroom and four instructional assistants.
Instructional Need or Challenge
My students all have social skills needs and challenges. Many students with autism often
exhibit numerous social challenges. These can include a lack of empathy, difficulty with social
communication, difficulty in joint attention, and impairments in routine interactions such as
sharing, cooperative play, and helping (Silveira-Zaldivar, 2019). These social deficits can greatly
impact an individual’s academic achievement, behavior, relationships, and mental health.
Because I am a K-2 teacher, I see these deficits impacting my students regularly within the
school environment. There are not a lot of options that appropriately meet my students’ needs for
social skills curriculum in my school district. Most curriculums start with second or third-grade
students. Additionally, I have learners who are considered nonverbal and use communication
devices. The curriculums are not always accessible to my nonverbal learners.
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