Culotta

Portfolio Introductory Narrative

My name is Cara Culotta. After graduating from Stevenson University, in May 2010, I
received a position at The Trellis School. My experience at Trellis helped me discover my
passion for teaching students, specifically students with exceptionalities. With a 1:1 instructor:
child ratio, I was given the opportunity to work hand in hand with young children, with various
learning needs. My experience teaching at Trellis was amazing, and I grew tremendously as an
individual throughout my time there. As graduation was approaching, I decided it was in my
best interest to gain a new experience, in a public, inclusive general education setting. The
graduate program has placed me in Baltimore County Public Schools. My experiences in
Baltimore County have only further supported my love for working in the field of Special
Education.
Rationale for Building the Portfolio
This portfolio serves as a professional example of the many accomplishments I have
achieved, throughout my completion of the graduate program. I am creating this portfolio to
demonstrate the skills and knowledge I have acquired in the field of Special Education. The
artifacts in this portfolio include examples of lesson plans, UDL instructional strategies, as well
as behavior management techniques. As I pursue a career in Special Education, I hope to use the
many components of this portfolio as a resource. I plan to use what I have learned from this
portfolio, to help guide me throughout my career. I will be able to use this portfolio as a tool to
overcome future professional obstacles. Having a portfolio is important to my future career, as it
serves not only as an example of the tasks I have completed, but also as a reference to use when
working in the field of Special Education.
Reflections on Coursework, Learning Experience, & CEC Professional Standards

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Throughout my graduate program, I have grown tremendously, not only as a learner, but
also as an educator. When entering the program, I was confident that I made the right choice in
career. I knew I wanted to make a difference in the lives of children with special needs. Now, as
the program comes to an end, I am confident that I know how to make that difference. While I
had a general understanding of the different types of disabilities, prior to the program, I now
have a better understanding of the effective instructional practices that should be used to teach
children with varying needs. I have acquired the skills and gained the knowledge needed to
become an effective special educator. Additionally, I have a thorough understanding of the CEC
Standards, and have been given opportunities to demonstrate my knowledge of them throughout
my coursework at Towson. When completing my UDL lesson plan, I demonstrated CEC
Standard 5. Included in this lesson plan are effective instructional strategies that meet the needs
of each individual student. The strategies used within the lesson plan benefit all learners, in a
classroom with varying abilities. Throughout my coursework, I have also learned and
demonstrated knowledge of curricular content, assessment, professional collaboration, as well as
learner development and individual learning differences.
Philosophy of Teaching
My philosophy of teaching is simple, yet strong. I believe that all students, especially
students with special needs, have the potential for learning, and, ultimately, success. It is
important to recognize the uniqueness of every student; I think this is the key to being an
effective special educator. Special educators must first recognize the learning needs of their
students, and then implement the appropriate strategies needed to meet their individual, specific
needs. Instruction cannot be a one-size-fits-all approach; instead, it needs to flexible, adaptable,
differentiated. Through differentiated instruction, we can provide students with individualized

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support, which will enable them reach their fullest potential. This type of instruction will allow
students with learning differences to receive the equitable education, in which they all deserve.