Experience Interview Educ 521

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Apr 3, 2024

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Running head: EXPERIENCE INTERVIEW Interview Assignment Sasha Santos Liberty University

EXPERIENCE INTERVIEW 2 Part 1: Demographics Jordan is a nine year old boy with severe autism which was diagnosed when he was five years old. Jordan’s mother Ms. Wilson agreed to be interviewed for this assignment. Jordan has lower level functioning Autism and is currently placed in a 6:1:1 ABA (Applied behavioral anal- ysis) self-contained classroom setting in a Private school to care for his individual needs academ- ically, socially and physically using ABA practices. In the beginning of the program at five years old Jordan was unable to speak, read and attend to a task for more than three minutes without running out of his set. Jordan is not able to speak sentences, make requests of his wants and needs, can attend to a task for up to thirty minutes with frequent breaks throughout the day, can read and has progressed in his fine motor skills. Those are his academic successes and still has more to progress in. Jordan has made improvements during his Speech therapy sessions, occupa- tional therapy sessions and physical therapy sessions as well. Jordan lives in a working class Christian household with his mother and two sisters. Jordan’s mother was an attorney and prac- ticed law for many years, but had to let that go. She explained that having a child with severe autism causes a parent to attend to their needs on a constant level as far as appointments, appro- priate educational placements, and additional services to help Jordan succeed in life; so having such a strenuous job such as an Attorney just didn’t fit her lifestyle any longer. Jordan’s mom now is a Pastor in their community, which allows her schedule to be flexible when Jordan’s needs, need to be met. Name of person you are interviewing: Ruby Wilson

EXPERIENCE INTERVIEW 3 Name of individual with the disability: Jordan Wilson (Lower functioning Autism Spectrum Disorder, ADHD). Describe the disability: “ When my son was five I noticed he was not able to sit still, would be- come increasingly aggressive with myself and others, he was self injurious, he did not feel dis- comfort when he was soiled, he was non-verbal, had poor eye contact and would suddenly head butt or bite others. When I went to his physician and then for an extensive amount of testing by different doctors which was an exhausting process they came to the conclusion that he was diag- nosed with Autism Spectrum Disorder and ADHD which they explained to me most children ac- quire ADHD when they have Autism. his behaviors are still present but much more controlled now and most of the time the people working with him and myself know when a behavior will occur” (W. Ruby, personal communication, February 19, 2019). Age of the individual with the disability : “Jordan was initially diagnosed at five years old, now Jordan is now nine years old” (W. Ruby, personal communication, February 19, 2019). Describe the relationship between the family member and the individual with the disabil- ity: Ruby is the mother of Jordan Wilson. She was an Attorney but had to change professions when Jordan was diagnosed as it took much of her time. Ruby is now a pastor at their community church. Part 2: Questionnaire Interview

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EXPERIENCE INTERVIEW 4 1. How did you learn that Jordan has a disability? Who was present? When did this happen? If you were giving advice to professionals who need to explain to a parent that his/her child has a special need, What would that advice be? “I learned when my son was five that he was in fact Autistic . It was a long process with several doctors involved, mental exhaustion is an understatement of how I felt. I got the diagno- sis about four years ago. When my son was first diagnosed by the first doctor, I figured I get a second opinion, I guess I didn’t want to accept it. I researched personal stories from parents with similar experiences as mine and they too felt alone and didn’t want to accept it too. I myself no- ticed the irregular behavior’s Jordan would have and how my friends children at Jordan’s same age behavior’s differently. So when I started seeing early warning signs in Jordan, I started to worry but I thought maybe a change in diet or maybe I was doing something wrong as a parent. Then Jordan’s kindergarten teacher asked me to come in for a meeting and she sat me down for what I thought was a parent/teacher conference and then starting giving me information and ref- erencing my child as having Autism, reading to me “Does your child have Autism?” checklist to me, expressing to me that Jordan exhibited most of the symptoms for having lower functioning Autism. I was so embarrassed that basically this is my fault and at the same time furious, how dare she make such a strong claim without having Special Education experience.” (W. Ruby, personal communication, February 19, 2019). “At the official diagnosis, I knew something wasn’t right. As I said before Jordan had to go through a thorough screening and a series of testing. Could you imagine at that age going through something like this? He went though a psychological screening, Attention screening, testing for frequency, a one to one ABA screening with a BCBA, an evaluation for an IEP and

EXPERIENCE INTERVIEW 5 pre screening for an IEP, I mean it was an exhausting process, not to mention the waiting period between appointments. Eventually when the diagnosis came back after a few doctors, psycholo- gists and school administration and DOE, Jordan was in fact diagnosed with ADHD and on the Lower level of the spectrum of having Autism Spectrum disorder. You could only imagine my state of mind when several tests came back with the same conclusion. The final report that really changed things was during the first IEP meeting which consisted of the school principal, BCBA, DOE, Classroom teacher that had first expressed her concerns, my lawyer, school nurse and of course I” (W. Ruby, personal communication, February 19, 2019). “Driving home I thought that although the deliverance from the teacher was rude I too noticed that his behaviors were atypical but of course I didn’t tell the teacher I noticed anything. She expressed to me that he was unable to attend to working tasks, he was disruptive during cir- cle time, he would suddenly bite himself and head bang, he was not progressing or improving in his verbal skills, basically their classroom staff was not trained to care for Jordan’s individual needs and I should get testing done and look into different educational placements that would better serve Jordan. I cried the whole way home as I rehearsed in my mind over and over again what she told me and how my child must be feeling but not able to express himself. If in fact he was Autistic how his life will change forever, I didn’t want that on his record because I didn't want him to feel different.” (W. Ruby, personal communication, February 19, 2019). “I would first express to them that they need to tread lightly because this is not light mat- ter, especially to a parent. As a professional please use words that express that you care for the child and their success. Never express information as being for sure, until facts and tests are done to backup your statement or diagnosis. I would have liked if the Teacher expressed her thoughts of my child having Autism with a group of trained professionals. Parents just really want to hear

EXPERIENCE INTERVIEW 6 that you care, this way parents in return feel that they could trust teachers, special teachers and anyone directly influencing thats child’s psychological, social, physical and academic growth and success. In a case where a parent like myself has to go through an initial IEP meeting please as trained professional come off welcoming, understanding and offer help, information and re- sources that I can gain access too because like myself I felt alone and didn’t know what to tackle first so that my child gets the proper help and training to learn how to help him.” (W. Ruby, per- sonal communication, February 19, 2019). 2. How did you feel when you received the diagnosis? “I felt worried, nervous and sort of relieved because now I know that the next step is to gain extra services and help to help him succeed in all areas. Of course feeling sad as well as scared crossed my mind because I didn’t want him to feel different, I wish I could know his thoughts, how he is feeling in all of this, will he go to college? How will his so- cial, working life be, I’m not gonna last forever he doesn't have a dad so who will tae care of him when i’m gone. I mean all these thoughts ran through my mind, but I try not to think of that now because I do see changes and growth. I just keep having faith in God that he will one day be independent and OK.” (W. Ruby, personal communication, Feb- ruary 19, 2019). 3. Have your feelings changed since the initial diagnosis and please describe this? “Yes, I am not scared anymore, but I do sometimes feel nervous for the future when I’m gone. I have seen changes academically, socially, verbally, and physically since the diagnosis because of his excellent group of professionals that he works with ev-

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EXPERIENCE INTERVIEW 7 eryday such as his Special education teacher at home and at school, Physical therapist in and outside of school, Occupational therapist at school, ABA instructor at home, and ev- eryone that I call Jordan’s blessed support team like friends and family. Listen, I trust in God and I have faith that everything will be fine. I just keep praying for growth. Jordan is loved and when you are surrounded by Love you will always be ok.” (W. Jordan, per- sonal communication, February 19, 2019). 4. What have been the positive aspects of having a child in the family with a disability? “It has given me more patience and understanding with anyone that I interact with, it has humbled me and slowed me down mentally. I know appreciate the small things in life and I count my blessings. It’s not easy having a child with any disability and it really takes a lot out of a parent especially in my case because Jordan isn’t my only child, so I have to spread myself thin a lot of the times between running a church, dance practice, soccer, gymnastics, homework, Jordan’s appointments on a daily basis it’s a lot but it shows you how strong you could be as a person, woman and mother. I also learned that in trying to be the perfect mom, you also need a break because its easy to get burned out and frustrated. I am blessed to have a brother that watches the kids for me when I need a weekend getaway for my woman's retreat at my church. I also keep in mind that people are in worse situations than mine and I have to appreciate what I have and look at all my blessings, not think about the negative because that helps nothing. Jordan is so loving and he’s a fighter. He really works hard everyday to get better. He plays with his siblings like any other typical child. I’ve learned recently that he can put together a 100 piece puzzle and that really relaxes him. He amazes me everyday. I think the first time he verbally said “ I love you momma” I cried maybe to a parent with a typical child those

EXPERIENCE INTERVIEW 8 words are touching and they say it back and give them a kiss but for me. That was com- ing a very long way to say words and to verbally say those words was something I’ll never forget. In general having a child with a disability makes you see everything and not want to miss a thing.” (W. Ruby, personal communication, February 19, 2019). 5. What have been the problems or challenges you have experienced having a child with a disability? “I sometimes still find myself advocating for Jordan and what I believe he could do academically, socially and physically. Expressing to others how smart and worthy he is if you just give him the push he needs. I feel some people take the easy way or put Jor- dan in a bracket. I am blessed to have a team that consistently pushes Jordan to the best of his ability, like you for example. Jordan and I are blessed to have met you. I always said that you were a different teacher with Jordan, I felt that you really loved and cared for him. You always kept me updated throughout the day with his behaviors, if he was sick or anything you kept me updated. I could text or call you anytime and you were so great, you still are. To not be his classroom teacher anymore but still keep in contact with us and teach Jordan in private services we’re blessed.” (W. Ruby, personal communica- tion, February 19, 2019). 6. How did your other children react to learning their brother/sister had a disability? What impact has Jordan had on them? They were too small to really understand much, especially about what Autism meant. His sisters don’t treat him any different, to them Jordan is their older brother. So, I don’t have really much to say about this question. As for the second question I don’t know if he’s had an impact on them but I have noticed his sisters being very overly pro-

EXPERIENCE INTERVIEW 9 tective over him. If he runs away from us at the mall or at the park they’ll run after him. When we cross the street they’ll look to him to hold his hand. Typically what you see in sibling behavior is the typical fighting or items and stuff around the house or asking them to get ut of their room, but my girls don’t treat Jordan this way. He runs all around the house and especially likes sone of his sisters toys she hides from him and he seems to al- ways find it and she just laughs and lets him with it. Im thankful I have good kids.” (W. Ruby, personal communication, February 19, 2019). 7. What kinds of support have been most helpful to you (family members, parent groups, neighbors, other)? How would you prioritize your family needs and the ar- eas in which you feel that you need more assistance? I got in touch with a services center near my home that thankfully my insurance and DOE covers and that helped me a lot at home. I get an ABA Specialist that helps with his behaviors at home and a special education certified teacher come to the house everyday to help Jordan with his academics aside from his curriculum at his Private school. These services have given me time to spend with my girls, their needs, their homework, cleaning or anything I need to do. They typically come at two separate ses- sions everyday so allows me about three and a half hours to get stuff done. I also attend Mothers with child/children with a disability groups once every two months and it helps to express my thoughts and worries out loud with other mothers that understand. That ba- sically helps my mental lol. Online articles and resources helped a lot especially in the beginning. Of course my brother, he helps me a lot especially when I need breaks. If Jor- dan or the girls need to be picked up or anything and I can’t get there right away he’s never gives me a hard time he goes and Jordan loves being with his Uncle probably be-

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EXPERIENCE INTERVIEW 10 cause he never says NO to him lol.” (W. Ruby, personal communication, February 19, 2019). “I really try to do my best with prioritizes my time with everyone. I am but one person and three kids that require my attention, so I do my best. As for needing more as- sistance, umm I do dread having annual IEP meetings because I feel the DOE is always trying to take a service away from me to save some money but Im grateful Jordan has a strong team so he never really gets anything taken away. I wish they would give Jordan a full time Paraprofessional, instead a a part time one because he can elope and thats a safety hazard for himself and the school. I am working on this now but with everything he has gotten it takes time to get approved. That’s one thing, having a child/children with a disability parents have to be patient everything is a process and it can get really frustrat- ing, because in the meantime you have to deal with the problem.” (W. Ruby, personal communication, February 19, 2019). 8. What have been your experiences in working with school personnel? What have they done that has been most helpful?What have they done that was least helpful or even harmful? “When Jordan had you as a teacher you were great. His administration and educa- tional team Jordan has now is very knowledgable and knows Jordan very well. I feel they care about his success and they do a great job, everyone with keeping me updated and giving me suggestions of what to do at home with him as far as academics and physical therapy movement practices to help strengthen his gross motor. As far as his Occupa- tional team they are great they have given me great feed back and suggestions on items to order to help Jordan with his fine motor movement and it has helped with his writing

EXPERIENCE INTERVIEW 11 skills and gripping a writing utensil.” (W. Ruby, personal communication, February 19, 2019). “They care, they offer suggestions so that he can improve, they keep me updated on his progress and his behaviors, and the school never gives me a hard time if I just pop up to see him in the classroom I never need an appointment for that.” (W. Ruby, personal communication, February 19, 2019). “Well at the time I thought his initial teacher was being rude and I took what she was saying as an insult but in fact now I know she was right and because of her now I know and Jordan has been doing better in school. After my initial IEP meeting I did take him out of public school and I found the school he is currently attending now which is as you know a private school solely for children with special needs and thankfully since that move I’ve had no problems with administration or Jordan’s educational team. I just strongly felt he was going to be a burden to people at the public school he was attending and as they told me, I should find a better placement for them so with that remark thats all I needed to hear. I was no longer comfortable with him attending that school.” (W. Ruby, personal communication, February 19, 2019). 9. How could the school help your child transition to adulthood? I was blessed to have found a school that helps students find work or even a col- lege degree after high school. They have a Transition program that deals with just that. The school even has a DMV program that if capable, they can gain their license through the school and working with the DMV as well. I believe he is going to a a great future in this school, it has plenty of opportunity for him and everyone is constantly trying to push the students to their abilities and ignoring the stigma of children with disabilities not be-

EXPERIENCE INTERVIEW 12 ing able to do this or that and I needed a school for Jordan with that drive and goal for their students.” (W. Ruby, personal communication, February 19, 2019). 10. If I were to be Jordan’s teacher next year, what advice would you want to give me so that he/she has an optimal learning experience? “Well you were Jordan teacher lol, but If you were to be Jordan’s teacher again next year I would be happy and I really wouldn’t have to give you any advice you know Jordan’s history, family, my goals, wants and needs for him. I would be absolutely com- fortable with that idea. Continue doing what you're doing and caring for my son.” (W. Ruby, personal communication, February 19, 2019). 11. What would you want me to do/not do in terms of my interactions with you if I were Jordan’s teacher? “Well, I’ve already established trust in you. I value your professional opinion when it comes to Jordan’s academics. Jordan’s at home teacher now and classroom teacher currently also has similar academic views on Jordan’s progression and academic goals moving forward. I like that I was able to contact you with daily updates about Jor- dan diet, if he slept through the night which was going to depict his behavior at school or anything I like that you were always available and had time for me because I know you have other students and this is not an easy job, but you always made me feel comfort- able.” (W. Ruby, personal communication, February 19, 2019). 12. I am just learning about students with disabilities and how to work effectively with them in my classroom. What other information would you like me—and my class- mates—to know about working with children with special needs?

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EXPERIENCE INTERVIEW 13 “This is a funny question because to me you know about working with special needs children effectively in my opinion. My best advice would be to communicate as of- ten as you can with parents, give parents your number and update them your never going to be annoying WE love that stuff and send us pictures as often as you can because get- ting our child or children to look at a camera for a picture is not an easy task so if you can help with that that would be great.” (W. Ruby, personal communication, February 19, 2019). Part 3: Summary of Research-Based Strategies The consensus of this interview I learned that having a child with a disability is different for every parent. Ms. Wilson expressed to me her concerns, her experiences along the way of finding out Jordan’s diagnosis and Jordan’s progress since then. In our teachings during this course we learned many teaching techniques used to strengthen a child’s success and I’ve been lucky enough to have had a hands on approach to teaching as well. I have seen these teaching techniques learned in this class play out in the classroom and have shown actual improvement. A method I’ve used on my students and a method I’ve learned about is the scaffolding technique. With scaffolding, teachers use this technique to slowly build student learning, first introducing the basics then slowly moving up to their level goals and achieving student independence in the subjects learned (Kirk et al., 2015). Jordan’s teacher who had first had a feeling Jordan might be Autistic could have used this method to try with Jordan. These techniques were used on Jordan when I had him as a teacher. Jordan needed first to establish trust with his teacher, then introduc- ing basic material to him, in short increments of time along with frequent breaks. Once the basics

EXPERIENCE INTERVIEW 14 were learned along with shorter timed breaks then the lesson and academic material grow harder until Jordan achieved his academic IEP goal. Students with ADHD tend to have difficulties with focus,attending to a task for an amount of time especially during work sessions in the classroom where academics are done at a table seated. I had to work around Jordan’s style of learning and learned in the beginning that he is not a traditional learner. I was not going to get him to attend while he sat at a desk, most of the time I was getting him off the floor because he would slide down his seat. I learned I first had to teach him sitting on the floor with the materials laid out in front of him. I had him work for three minutes with a timer, when the timer went off he earned a three minute break. When Jordan was able to attend to a task for 8 minutes without running off, I kept the breaks still at three minutes. When Jordan got to ten minutes I then transitioned him back to his seat. This was a perfect ex- ample of “Teaching around the students needs, not the other way around”. I learned that this was not a teaching technique that every teacher was going to do, but I knew if I was going to get Jor- dan to learn I had to work around his needs and learning style. With experience, I noticed that in order for my students to succeed, I needed to engagingly address their academic needs in a dif- ferent way to gain my students interests and the way that they learn the information” (Arnold, S., 2018). I learned early on that using a more hands-on teaching approach in my classroom and teaching technique would be best when teaching children with disabilities. This way of learning helps students focus in on their work because the subject matter is not being taught in a tradi- tional way; modifying your methods will reach more students interests which in turn will help students grow, learn and succeed. This allows the student to also feel comfortable in class. In my method of teaching for example, having Jordan work on his lesson where he felt most comfort-

EXPERIENCE INTERVIEW 15 able, which was on the floor. I decided to teach on large flashcards, I used manipulative items and his language assistive technology device which helps him accurately form sentences and words and helps him hear the words to better pronounce them and articulate his language and speech. These small accommodations made a world of difference to Jordan’s progression from here on. A large part of my teaching strategy is using strict ABA (Applied Behavior Analysis) progressive teaching approaches and techniques from my years of experience within the field. I applied and played around with different teaching strategies i thought might work when working with Jordan such as discrete trial teaching, timed breaks in between instruction to lessen aggres- sive behavior and elopement. A progressive approach to DTT (Discrete Trial Teaching) allows the teacher or instructor to be flexible in their teaching, If one way you introduce a lesson doesn’t work you can make changes based on several variables such as how Jordan responds to the way I’m presenting the material (Leaf, J. B., Cihon, J. H., 2016). Further explaining the idea that an instructor delivers the lesson however the student learns best and if the instructor has to keep changing the style in which he/she delivers it thats ok. I developed a daily routine for Jordan so that he has consistency which was also followed through by his paraprofessional. I had Jordan carry around a visual Token board, for every good behavior and action he will receive a token. Jordan started with three tokens on his board which was started off by immediate reinforcement for every positive behavior and done throughout the school day. I then in time increased the to- kens and faded out the immediate reinforcement when Jordan established trust and control over his emotions and impulsivity to elope or become aggressive on himself and others. I also used a low speaking tone when speaking with Jordan, simple, firm and direct one step direction. Al- though I changed my teaching material with Jordan , I made sure that his daily routine schedule

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EXPERIENCE INTERVIEW 16 was not changed and in any case it was changed I would let Jordan know so that he could pre- pare for it. Change in students with disabilities especially in Jordan case is not easy for him to take so giving him a strict routine helps alleviate frustration for Jordan. My tailored teaching technique was given to each of my students, so what I explained I did for Jordan, I did for all of y students as they all required different methods to learn. Part 4: Conclusion – Reflection and Discussion Listening to Ruby discuss her struggles she went through and her journey in finding out Jordan’s diagnosis, was eye-opening to me, because although I know Jordan, I did not know the beginning of his story and her mental during the process. It was sad to hear how Jordan’s first teacher made her feel when she brought that information out to Ruby. It made me gain a deeper understanding for parents with a child or children with disabilities. It’s hard raising a typical child, It’s even harder raising a child with a disability. It’s hard and a long process for a parent to find assistance outside of school, but with Ruby’s persistence and hard work she got Jordan all the services he now has. Having been in several IEP meetings I know how hard it is for a parent to receive the news that their child has Autism. It is even harder to know during annual IEP meetings that they might remove some services away from your child, because the DOE wants to save money, especially when you see your child is improving with these services. It really is a never ending battle and I applause Ruby for her persistence and strength. As a teacher myself, who works with students with disabilities primarily students with low functioning Autism, Ruby’s concern when working with children is to show you care and this just strengthens my love for teaching even more. Ruby’s decision to switch Jordan out of public school to a private school that specializes in cases like Jordan and her seeing a difference in Jordan now just makes me so happy. It was upsetting to hear that a public school would suggest for Jordan to be re-

EXPERIENCE INTERVIEW 17 moved because they no longer can provide him with the academic needs and behavioral attention he requires. I don’t understand why a public school wouldn’t hire teachers that are equipped for cases like these and accommodate these children in their own self-contained classrooms with 1:1 paraprofessionals. This is the main reason I decided to leave Public school. I can’t speak on ev- ery public school, but the Public school I taught at treated my students with disabilities like a childcare. Any improvements or suggestions I had were shutdown or told to me that it just can- not be done. Having made the decision to teach for a private school was the best decision for me, there I am free to alter and modify the curriculum and manipulate my classroom to fit my stu- dents needs. This is my idea of teaching, not being constricted to bounds, but when change needs to happen for the better of my students let it be done. People say I am crazy for leaving a public school, but I didn’t let that fog my focus. The reason I starting teaching was because I knew I could reach students through love, patience and altering my teaching style to the way they learn in a non traditional sense. This interview made me think of my students in my own classroom and things I could change or improve on. Incorporating more scaffolding techniques, maybe looking over my stu- dents current goals and current steps and finding if any of my students have been stuck on some- thing for a week or two then maybe taking that lesson and breaking it down to the base of infor- mation then slowly progressing to his/her current goal. Since I teach in a special education class- room with ABA ideologies, scaffolding techniques are used a lot, but I feel i could use them more in my classroom because it is crucial for future learning. I am grateful for my self-contained ABA classroom. This type of classroom setting calls for multiple teaching techniques and the style of teaching changes almost everyday it all depends on the student. It is beautiful to see progress in student’s especially if you have seen where they

EXPERIENCE INTERVIEW 18 started. Using hands-on practices is very effective and useful when teaching children with dis- abilities. This interview has made me look at my classroom and future teaching strategies in a deeper way. It has given me a deeper understanding for parents and what my students might have gone through before they entered my classroom. Perhaps the greatest feeling I felt during this interview was understanding a parents love for their child, what they would go through for the better of them, how important parent commu- nication is and how important a teacher expresses their care for their students. I’ve looked at teachers, even when I was in school as so stern and not having a connection with their students on a personal caring level. I wanted that to be different with me, I wanted my students to think of me as a person who cares for their needs, emotions and health aside from their academics. To re- spect me as a teacher but first to come to me if anything is wrong. I make it a point to enter my classroom everyday with a smile on my face which I believe sets the mood for a great day. I great every student with a hug and even if their non verbal, I sign to them and I ask them how was their night? If they ate this morning? How are they feeling? I want my students to feel com- fortable in their classroom after all they are in school more often then at home. I allow my stu- dents to come to my desk, I take my students if They need a break around the school building with me if I have an errand to attend to. I make it a point to treat my students like if they were my own. Being a Christian, I pray for all of my students every morning before they arrive to school and I’m alone in my classroom. I hope to always have this passion, compassion and un- derstanding for the rest of my teaching career. Although I love what I do, at times it is very hard and we are only human where we get frustrated and need a break as teachers ourselves but I thank God for giving me the strength and patience that I have. Having heard from Ruby how much good communication and caring makes, not only to the students but also that tells the par-

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EXPERIENCE INTERVIEW 19 ents your heart and passion for what I do. Pouring love onto their children is what Jesus did for his people. “Therefore if you have any encouragement from being united with Christ, if any comfort from his love, if any common sharing in the Spirit, if any tenderness and compassion, then make my joy complete by being like-minded, having the same love, being one in spirit and of one mind. Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves” (Philippians 2:1-3, New International Version). References Arnold, S. (2018, 12). Why I had to develop a unique learner profile to meet the needs of my stu- dents. The Education Digest, 84 , 29-35. Retrieved from http://ezproxy.liberty.edu/login? url=https://search-proquest-com.ezproxy.liberty.edu/docview/2133778659? accountid=12085 Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating exceptional children (14 th ed.). Stamford, CT: Cengage Learning. Leaf, J. B., Cihon, J. H., Leaf, R., Mceachin, J., & Taubman, M. (2016). A progressive approach to discrete trial teaching: Some current guidelines. International Electronic Journal of El- ementary Education, 9 (2), 361-372. Retrieved from http://ezproxy.liberty.edu/login? url=https://search-proquest-com.ezproxy.liberty.edu/docview/1967313128? accountid=12085

Experience Interview Educ 521

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