12 Day Of Observation

In middle school, I remember a few students that had disabilities. There was one boy that had autism, and he would stay with my class all day. The teachers would give him easier worksheets to

One student I observed had severe disabilities. She seems to be very high on the Autism spectrum. She spent most of her time in the other room, but from what I saw she had severe communication difficulties, would repeat words, and would repeat actions like spinning and rocking. She also showed aggressive behaviors, especially when she didn’t want to do something, like read.

I was also given the privilege to observe a young man by the name of Chris who goes to Bright Hirozen. Chris is a 5-year-old kindergartener in the autism spectrum. One of the things I noticed about Chris is that he was that he did not talk a lot. I wouldn't say he was a shy just not very interested in other students. During play time Chris would focus on building with Lego-like blocks when other students would join in he wouldn't acknowledge or seem bothered by them. He would continue playing with his blocks. Ms.Martha, his Teacher, later told me that Chris loves to build with blocks and work on puzzles. During a read aloud, Ms.Martha would interact with her students by pointing out certain objects in the story or asking what they thought

Megan is a freshman in high school and was placed on the autism spectrum scale when she was five years old. Megan would be considered “high-functioning” on the autism scale, meaning that she has the potential to reach levels of cognitive function similar to her peers but lacks basic social skills. For instance, Megan often has difficulty initiating conversations with her peers as well as maintaining appropriate eye contact. Throughout the semester, I met with Megan once a week and worked with both Megan and her mother every other week. Initially, Megan was very shy, however, after some time she began to warm up to the idea of peer mentoring. After a few weeks, Megan and I began to make great strides toward the development of crucial social skills. As I formed a relationship with Megan and her mother, I began to gain insight on the unique details of their family structure, which in turn provided me with the opportunity to make observational connections between class discussions and this community service experience.

Every day, I work with unique and intelligent group of kids. In our current classroom, we have two students with autism. I will say that I feel blessed to be able to work with such amazing kids. I have learned so much from all of them. I full-heartedly believe in first person language and I have taught the kids in the classroom to embrace differences. The children within the classroom are mindful of certain behaviors; however, it does not affect their behavior between peers. In my future classroom, I will continue the value of person first language and allow my students to experience differences and open-mind

For my field placement this semester I have been placed in School Lane Charter school located in Bensalem, PA. This charter school takes great measures in making sure their students get the best quality education. School Lane is an inclusive school, which means that students with or without disabilities are able to learn together, in the most least restrictive environment. I am placed in a first grade classroom this semester in Ms. Cameron’s room. The student who I chose to observe is Ben. Mrs. Cameron picked this student for me because it appears that he has some academic struggles followed by some deficits in social interaction and repetitive behavior such as, rocking back and forth. However, he has yet to be evaluated thus

While Nino’s eyes did not meet mine, a common occurrence with autistic individuals, he still heard my words, and the words went something like this, “Hey Buddy, I’ve got something to tell you. We learned that you’re autistic.” Nino came back with a statement, “That doesn’t

As a special needs baseball instructor with Challenger Baseball, I worked closely with children who had mental or physical disabilities. An opportunity such as this challenged me to strengthen my emotional intelligence and recognize the importance of empathy. Halfway through the sessions, I noticed there was an autistic boy whom many of the other volunteers struggled working with as he was known to be recalcitrant and apprehensive. Impelled by his reluctance, I made the intuitive decision to work with the boy and made it my goal to ensure he was having fun. However, ten minutes into our first lesson, the student was hysterical and attempted to return to his mother. Judiciously, I identified key areas that would make him feel more comfortable

For my interview paper, I decided to talk to my neighbor Rebecca Schwartz, who I have known for 14 years. I decided to interview her because she was an early education teacher for infants and toddlers and has experience working with an entire classroom of students with disabilities as well as experience working with a classroom with only one student with a disability. I wanted to gain insight on her experiences teaching a classroom with only one student with a disability, while the remaining classroom was non-disabled students. I would like to talk about Tyler, a deaf student with Down syndrome, and Rebecca’s experience working with him.

As my avatar was walking around the Autism Awareness Center, my first reaction to the stimulation was heartbreaking. Reading about autistic children and how they were treated in public schools was sad. For example, teachers using horrible methods like the restraining chair or the isolation to control their behavior. This made me think about the children who would go through these types of punishments, it must be hard for them not being able to defend themselves. On the other hand, it was really informative because I was able to learn the different causes and characteristics autism children have. When going to the third floor, it went more into detail how over stimulating it can be for a student to look and listen to a person at the same time.

Many modern-day health care facilities have a 23 hour observation unit is constantly busy. I work on one of these units. When giving a telephone handoff report subtle elements of the patient’s current condition can be ignored. To avoid exclusions to the handoff report a change is required. The change will provide ideal patient results for all patients that are admitted to the floor from the observation unit (McHughs & Van Dyke, 2011).

Last week, I talked to my advisor, Dr. Geidel, and she asked me how the Special Olympics was going. Last semester, I hung out with individuals with disabilities from the community for an hour on Wednesdays here at school. Some of those individuals also do Special Olympics. She asked me if any of them recognized me from last semester. Our first week of Special Olympics, I talked to some of them and they did not seem to remember me. But last week I talked to Adrian and Brandon and they asked why I was not at social hour. This made me happy that they did remember me, I assumed that they probably did not make the connection from where or why the recognized me. This is another reminder that you cannot underestimate them. Also, I was able to help

Butterflies fluttered around in my stomach as I took the final steps to enter into our high school's special education room. The sharp smells of cleanser met my nose as I put my backpack down in Ms. Arsenault's office. As I walked in, I noticed that the room was positioned differently. There were desks in neat rows, computers pushed to the far back, a half circle desk in the middle, and all of the helpers clustered around a desk at the back left side. Being a teacher's assistant taught me how passionate I am about those students, what it really means to be a special education teacher, and how much those kids can change my life.

First I would love to reflect on my experiences in my fieldwork classroom. I have to say I was quite nervous the first day I arrived. I have had experiences with special education students with my own family and other students I had to opportunity to work with, but never in this capacity. Emily was a great mentor teacher, she

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.