STEP 1

.docx

School

Grand Canyon University *

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Course

590

Subject

Communications

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by CommodoreOkapiMaster909

One of the students in the classroom is currently experiencing homelessness and has little to no access to the internet outside of the school or forms of communication, including email or phone. Transportation to school for this student is stable but can be limiting, often leading to tardiness. The majority of students in the classroom come from lower socioeconomic backgrounds, receive school supplies and materials provided by the school, and have limited access to additional materials outside of school. Two of the students are experiencing poverty and receive donations from the school for resources such as food, water, clothing, and supplemental school supplies. Demographics such as students who are living in poverty or homeless affect the assessment of my unit by requiring me to consider external factors that may affect their learning, such as hunger, lack of sleep, or lower access to outside resources such as the Internet of family support due to extenuating circumstances. In addition, if transportation is an issue for students, then the implementation of the unit may need to consider students arriving later than the start of the school day, which could lead to a loss of instructional time or lesson information for the student. When planning the lesson, I will need to consider that students from lower SES may not have had the same exposure to academics that students from higher SES have had and consider these students may have lower levels of academic exposure. When delivering the lesson, the student who is an ELL should have their lesson planned and consider their language acquisition needs and level of English language skills. The classroom is arranged with two circular tables and two longer rectangular tables, of which 2-3 students sit at each. One student has been given a separate area in the corner of the classroom with a small fish-shaped table, a small storage container for resources and activities, and a cart with various shapes and alphabet activities for the student to use as incentives to work. The teacher has a long rectangular table (not seen) with her resources and storage for lesson plans. One student (front-left) has been given a separate rectangular table due to aggression and other behavioral concerns with monitored access to resources (i.e., pencils, scissors, etc.). In addition, there is a circular table (middle of photo) used for push-in services (OT, PT, Speech) to pull students into small groups during lessons. To the right of the photo are two additional separate seating areas for two students who require more intensive one-on-one support during the day and lessons. There is also a half-moon-shaped table (not shown) used to pull students together for small groups or assessments during lessons. Resources in the classroom include activity boxes (i.e., sensory, alphabet, letter, legos), slant boards, two text-to-speech devices, adaptive scissors, flexible seating (i.e., rocking chairs, wiggle chairs, bean bags), printed communication boards, Chromebooks, and basic school supplies (i.e., scissors, markers, pencils, paper, etc.). The classroom has mixed parental involvement, with the majority of parents willing to provide outside support to their students and resources to the classroom. Still, there are a few parents who are minimally involved in the classroom and students' education per mentor feedback. In the classroom, students are given access to Chromebooks and two text-to-speech devices. The three students who are given independent workspaces work together in groups, which may prove difficult for these students. Thus, planning and delivery of the unit for these students should be done alongside whole group implementation for the rest of the students. Limited access to text-to-speech

devices can affect the delivery of the unit to students who are nonverbal or have trouble writing, as they may not have the same ease in writing as other students. These environmental factors can affect lesson planning by ensuring that the lesson is planned in a way that utilizes the layout of the room and tables for activities such as small groups or whole groups. Having access to text-to-speech devices could affect the delivery of the unit to students with language or other academic needs, as it would provide them access to the lesson in a digital format or allow them to use the device to answer verbalized comprehension questions. Student does not receive any accommodations or modifications and is fully fluent in English. Teacher- parent communication is presented in both English and Spanish. Leveled readers are used for passages and reading curriculum. Students may be provided with the use of adaptive scissors, slant board, or modified seating such as wiggle seats during lessons. Three of the boys are given independent work areas due to behavioral and one-on-one service needs. Highlighters are often used during lessons to allows students who struggle with letter formation to trace their writing. Students may also be provided with a post-it note reference of what they are expected to write during the lesson. Students may be pulled to a separate table during instructional time to receive interventional speech supports from an SLP during reading and writing blocks. AN occupational therapist will come in 2-3 times a week to work with the three non-verbal students during reading and writing blocks to provide support in letter and word formation. Two students may be pulled during lessons to receive outside services from a physical therapist to work on basic gross and fine motor skills. The effect of the student who is ELL not receiving regular language accommodations or modifications could lead to lower assessment performances when presented with these during the lesson. Thus, it should be factored in that the ELL student is receiving instruction they can understand. Since all the students receive outside services at various times throughout the day, the planning and execution of the lesson should factor in the times at which students are being pulled and ensure the implementation of the lesson occurs when all students are present, as a few of the students require models to use when writing, this should be factored into lesson planning prior to delivery (if applicable) to eliminate time spent on model preparation.

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