Elizabeth Russillo

In this section, I learned about some small adjustments that I could make to my instruction to support students. 

This section highlights that post-secondary transitions are particularly challenging for students with autism, who lose high school support systems and must navigate unprecedented independence. Because autism involves impairments in reciprocal social communication, these students often need clear social interpretation to adapt to unstructured environments and unwritten social rules.

This module highlights that while individuals with autism often struggle with unspoken social cues, executive functioning, and transitions like college, they still experience deep emotions and benefit greatly from clear, direct communication. Moving forward, I intend to apply this by intentionally greeting neurodivergent peers directly, avoiding reliance on subtle body language or tone, and offering clear, supportive communication in both group and academic settings.

I learned that autism is a spectrum, and every individual with ASD has different strengths, challenges, and needs. I will apply this knowledge by being patient, understanding individual differences, and providing support and accommodations to help all students succeed.

I learned that psychological disabilities can affect students' moods, behaviors, and ability to function, but every student is different. I will apply this knowledge by focusing on the student rather than the diagnosis, setting clear expectations, and using positive strategies to support appropriate classroom behavior. I will also try to be patient, consistent, and understanding.

I learned that learning disabilities such as dyscalculia, dysgraphia, and ADHD can affect students in different ways, but they do not prevent students from being successful. I will apply this knowledge by providing accommodations such as extra time, written and verbal directions, and breaking assignments into smaller steps. I will focus on students' strengths and provide different ways for them to demonstrate their learning.

I learned that physical, health, hearing, and vision disabilities can affect students in different ways, and each student may need different accommodations. I will apply this knowledge by getting to know my students' individual needs and providing appropriate supports, including adaptive technology and alternative ways to access information. My goal is to make sure every student can fully participate and feel included in the classroom.

I learned that laws such as Section 504 and the ADA protect students with disabilities and ensure equal access to education and resources. I will apply this knowledge by following students' assigned accommodations, making sure classroom materials and technology are accessible, and creating an inclusive environment where every student has the opportunity to succeed.

I learned that emotional and psychological disabilities can affect students' behavior, social interactions, and ability to learn. I will apply this knowledge by being patient, recognizing that behaviors may be signs of underlying struggles, and creating a supportive classroom environment where all students feel safe and understood.

I learned that students with learning disabilities may have average or above-average intelligence but still struggle in specific academic areas. I will apply this knowledge by recognizing that students learn differently and providing appropriate supports, accommodations, and multiple ways for them to demonstrate their understanding.