Jenna Piscitella's ID Portfolio Page

This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. DO NOT EDIT THIS PAGE. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.

Navigation links: ETAP 623 Fall 2024 | Link to my mini-course front page

About Me

My name is Jenna Piscitella and I am from Troy, New York. In May of 2022, I graduated from The College of Saint Rose with my Bachelor's Degree in Inclusive Early Childhood/Special Education. I am currently in the process of obtaining my Master's Degree in Educational Psychology (Curriculum and Instruction Program). I am currently in my second year of being a Lead Preschool teacher in a small suburban town located in East Greenbush, New York.

Outside of teaching I love traveling, being with my friends and family, and painting!

My Topic and Purpose

My topic is very personal to me, as I was a young student when I was diagnosed with a Central Auditory Processing Disorder (CAPD). Throughout my Elementary and High School years, I struggled retaining, understanding, and applying the information that was being taught. An Individualized Educational Plan (IEP) was established to help me reach my academic goals. My purpose of this lesson is to inform educators on how we can better assist students in our classrooms who have a CAPD, while creating an inclusive classroom environment. With my personal experiences I can not only help students motivation in learning, but also to give educators the best strategies for working with students with a CAPD.

Scope of Learning Outcomes and Content

By the end of this mini-lesson, educators will be able too:

- Identify and gain rich understanding of Central Auditory Processing Disorder's

- Implement Individualized Education Plan(s)

- Design an inclusive learning environment; focusing on classrooms with students whom have a CAPD

- Apply various strategies into their classroom to meet the specific needs of CAPD learners

Needs Assessment

• Educational Problem/Opportunity: This mini-course is designed to meet the educational problem of educators knowing and understanding effective techniques and strategies when working with individuals in their classroom who have a Central Auditory Processing Disorder. As an educator who has CAPD, the main problem is diagnosing and receiving the support and proper testing. This is where it is imperative for educators to look for signs of delays in learning/understanding, lack of reading and comprehension skills, poor test-taking skills, etc. It can also become difficult at times to talk to the individuals parents in regards to their learning skills they are witnessing inside the classroom. My mini-course will also touch upon how to have these conversations with parents, as my own parents experienced this. Throughout my elementary school years, my educators were honest and communicated with my parents in effective ways, suggesting that it would be beneficial for me to complete further testing at SunnyView Therapy Services. With the guidance and support from my educators, I was diagnosed with my Central Auditory Processing Disorder and was able to now receive the additional support and services I needed in order to succeed inside the classroom.
• Learners/Participants: This mini-course targeted learners and participants are educators of all academic levels, students who have CAPD, and parents. Most of this course will be targeted towards educators and students however, it will be extremely informative for parents if they have a child who may be diagnosed with CAPD. This mini-course will clearly define CAPD, as well as how parents can seek guidance/support in determining what is best for their child in regards to their learning needs.
• Analysis of Gaps: In regard to an analysis gap on Central Auditory Processing Disorder, there is a lack of teacher preparations and trainings in CAPD and how to meet the learning needs of their students with this learning disorder. Educators can help their students families in identifying early signs of a learning delay or possibility of CAPD. In reality, this can be a difficult conversation for educators and families, as most parents do not want to admit their child has a learning delay or disorder. However these conversations are critical as the educators goal is to receive the appropriate learning assistance/aids a child may need to strengthen their learning and understanding.
• Existing Efforts: According to New Jersey Education Association, "Proper screening can be conducted by a learning disabilities teacher-consultant (LDT-C) school psychologist, and/ or a speech pathologist" (Cooper, 2024). Other existing efforts to support the needs of students with CAPD can be preferential seating arrangements, giving step-by-step/clear instructions, and hand-written notes.
• Intent Statement: This mini-course will help participants understand the learning disability Central Auditory Processing Disorder, as well as informing educators and families the early signs in their educational learning. This course will also address how educators can better assist their students in the classroom who may be displaying signs of a Central Auditory Processing Disorder.

Analysis of the Learner and Context

Who are the participants (learners)?

Any educator can take this course, however it is targeted towards reg. educational teachers and special education teachers. This mini-course will also be beneficial for students, as well as parents who are seeking or in need to learn more about the learning disorder CAPD. The targeted learners should be educators who have students in their classroom who have been diagnosed with CAPD and want to learn more about the disorder, how to write inclusive lesson plans (while meeting the various needs of students with CAPD), and establishing effective techniques/strategies educators can utilize to help students achieve their academic goals.

Prior personal/cultural experiences, knowledge and skills, or interests they have?

Individuals who take this mini-course should have interest in learning about the learning disorder CAPD and should be motivated to learn how to better meet the needs of students- whether it be reading/writing comprehension skills, pronunciation of words, retaining/understanding and applying the information they are being taught. Most educators, if not all, have had an opportunity where they have worked with students who have a learning disorder- however not all educators may have the experience in working with a student who has a CAPD. My goal in this mini-courses is to also bring awareness to CAPD and to inform educators who have little knowledge, understanding, and experience with the learning disorder.

(Perhaps their are other educators like myself who have a CAPD or another learning disorder they were diagnosed with at a young age and became an educator later in their future- defeating all odds and proving that you can become whatever and whoever you want to be, as long as you put your mind to it, work hard, and have the guidance and support needed by the individuals who influence you.)

In what settings will they use this mini-course to learn?

Participants will engage in learning through the use of the KNILT platform, which is an online source that individuals can access at any given time. Participants will primarily utilize and complete this mini-course in the comfort of their own homes, school(s)/professional workplace, or professional development meetings.

How much time will they spend?

This mini-course is designed to be flexible and completed over any given period of time. The mini-course will allow you to revisit previous units as many times as individual may need. There will be 3 Units for the participant to complete with various assigned readings, videos, assessments, and case studies. Learners are expected to spend around 2-3 hours during each week. The information will be broken down into manageable sections, to ensure dedication to learning/understanding of the content and completing the course adequately.

What resources will they need?

Participants must have access to a computer or tablet with internet access in order to effectively complete this mini-course. All other sources will be provided within the mini-course. Additional sources would include a journal to take notes on their learning and understanding of the content- as well as writing about ways they plan to implement the techniques and strategies discussed. This will also help the individuals when working on collaborative discussions with other educators and completing the various assessments throughout the course. Participants may also utilize their lesson plans, too compare and help strengthen their lesson planning skills, while addressing the needs of CAPD learners.

Performance-Based Objective

By the end of this mini-course, learners will be able to:

• Identify and explain the learning disorder CAPD, and understand the early signs students may be experiencing inside the classroom.
• Create effective and inclusive lesson plans; focusing on the needs of their students with CAPD.
• Implement a students Individualized Educational Plan in the classroom by keeping their learning goals in mind and providing the support and services that are needed for their academic success.
• Communicate with families about the needs of their students and learning challenges effectively and appropriately.
• Understand the strategies and techniques learned throughout the mini-course (my own personal experiences with CAPD, readings, videos, case studies, and collaborative discussions) and utilize them in their own classrooms to better meet the needs of their students with CAPD.

Task and Content Analysis

Before taking this course, the learner should have...

1. An educational background and expereince in working with children who have learning delay's or disorders .
2. Basic knowledge of Individualized Educational Plan(s); how to create academic goals (based on the needs of the student)
3. A desire to learn more about the learning disorder Central Auditory Processing Disorder and how to effectively meet the students' educational needs, supporting the student as well as their families, and creating an inclusive classroom that welcomes all types of learners.

Unit 1: Introduction to Central Auditory Processing Disorder

Lesson 1: Identifying Early Signs of CAPD

Lesson 2: Communicating with Families

By the end of this unit learners will be able to,

- Identify early signs of a learning delay/disability (CAPD).

-Understand The various ways CAPD affects students academically and mentally.

-Develop an effective way to communicate with families about their child displaying signs of a learning delay/disorder.

-Become an advocate for your student(s), child.

Unit 2: Developing and Implementing Individualized Educational Plan(s)

Lesson 1: How to Write an IEP (with Educational Goals)

Lesson 2: Meeting the IEP Goals of Students with CAPD

By the end of this unit learners will be able to,

-Understand how to write an Individualized Educational Plan.

-Create clear academic goals for student(s) with CAPD.

-Apply students' IEP goals and needs to the curriculum being taught.

Unit 3: Establishing an Inclusive Classroom

Lesson 1: Creating an Inclusive Classroom Environment

Lesson 2: Building a Bond Between Educator and Student

By the end of this unit learners will be able to,

-Create a classroom that allows all students to feel supported, encouraged, and motivated to do their best.

-Establish a trustworthy relationship between the educator and student.

Curriculum Map

CAPD Curriculum Map

References and Resources

American Speech-Language-Hearing Association. (n.d.). Central auditory processing disorder [Practice portal]. https://www.asha.org/Practice-Portal/Clinical-Topics/Central-Auditory-Processing-Disorder/

Central Auditory Processing Disorder (CAPD) | Otolaryngology - Head & Neck Surgery. (n.d.). Weill Cornell Medicine. https://ent.weill.cornell.edu/patients/clinical-specialties/conditions/central-auditory-processing-disorder-capd#:~:text=The%20American%20Academy%20of%20Audiology,rapid%2C%20muffled%2C%20or%20distorted%20speech

Cooper, P. PHD. (2024, February 02/29/2024). Teaching students diagnosed with auditory processing disorders. New Jersey Education Association. https://www.njea.org/teaching-students-diagnosed-with-auditory-processing-disorders/

Melanie DesRoches. (2017, May 4). Auditory Processing Disorder Simulation [Video]. YouTube. https://www.youtube.com/watch?v=ipI8hOGjVUs