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Observation in Special Education Classroom

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by

Tristin Burke

on 24 February 2014

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Transcript of Observation in Special Education Classroom

Meet "D"
8-year-old boy
Very Energetic
Always Smiling (Showing Off His Missing Teeth)
Extremely Social
Sensitive About Speech Impediment
Loves to Help Others
Very Affectionate
Classroom Environment
Gender Ratio:
4 Boys, 1 Girl
Race Ratio:
4 Caucasian, 1 Latino
Language:
2 Non-Verbal, 2 Verbal, 1 Speech Impediment
Classroom is setup in stations
U Table
Window Table
Calendar Table
Individual Station
Quiet Station
"D" in the Classroom
"D" acclimates very quickly to his environment.
He is easily distracted by the conversations held by his teachers or other students
Often needs to be reminded to stay focused
Does not require a desk divider
Works best at his individual station which contains a desk, supply drawer and activity bell.
Easily transitions from one station to another
Struggles in verbal communication, but works through frustrations.
"D's" Peer Interaction
Interacts with his peers often and even offers to help those with more severe disabilities.
When working one on one with teacher, "D" struggles to sit still.
Easily embarrassed if peers cannot understand what he is saying.
He will not repeat his statement to peers.
He will repeat his statement to teachers.
He is very helpful and enjoys aiding his peers with the work they struggle with. (Such as pencil grip)
My Observation in a Special Education Classroom
Description of Peer Interaction
"D" doesn't seem to get frustrated with his peers but is easily embarrassed when they cannot understand him.
His self-esteem seems to be largely influenced by his ability to help others in the classroom.
His peers enjoy his assistance and will often reach (non-verbal) or ask (verbal) for him.
The broad range of disabilities in the class influence "D's" peer interactions. He constantly wants to help those that struggle.
Gender/Race Diversity doesn't seem to have an impact on how he interacts with his peers. He interacts with and helps each of them equally.
Collaboration
The teacher and the teacher's aides have a wonderful working relationship.
Their communication is quite strong
They work together to create an effective schedule for each child with special needs.
They transition the children seamlessly from the self-contain classroom to the inclusive classroom.
They adjust quickly to new situations, such as substitutes or new students (they are expecting a new student in March an are already making arrangements for this student).
"D's" Disabilities
"D" has a mild intellectual disability.
He is in 2nd grade, but performs most tasks at a 1st grade level.
He has a major speech impediment, which includes rapid speech and trouble with sounding out his consonants.
He has been recently diagnosed with ADHD and often struggles to stay focused, especially when others are having a conversation near him.
He is able to refocus and does not require a desk divider to complete tasks
Accommodations
"D" works one on one daily with the teacher to improve his letter pronunciation
He specifically struggles with consonants, so extra time is spent having him sound those letters out.
Since he is easily embarrassed, the teacher is very quick to praise him for his effort and encourages him to try again. Though he is reluctant at first, he will try again.
The teacher modifies any tests for the subjects (such as math and science) that he attends in an inclusion classroom.
Conclusion
"D" is a wonderfully, bright, energetic young man. With the exception of his speech impediment, his disabilities do not seem to affect him physically or emotionally.
He does not require much accommodation academically since his intellectual disability is mild. The teacher stated that there is a very small academic gap between "D" and typical students that are the same age.
With the academic accommodation, daily speech exercises & the encouragement of his teachers, "D" is expected to transition completely into a general education classroom with in a couple of years.
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