Kaylee In The Classroom

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Introduction: My kindergarten learners are very diverse. It is comprised of twenty-one 5 and 6 year old students. There are 11 boys and 10 girls. In my class, there are children with ADHD, severe learning disabilities, multiple ESL learners, Cerebral Palsy, Severe Behavior, and other assortment of needs.

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

Setting: I observed this fourth grade student during his English Language Arts block for 45 minutes. The class consists of 22 fourth grade students in a student-centered classroom. During my observation, the students collaborated with other students while the teacher conducted a guided reading group. Students were on computers, writing and reading to respond in a journal. Three days a week this students is pulled out of the classroom for a 30 minute Fountas and Pinell Literacy Intervention due to the Tier 3 instructional level.

The class I observe is called World Humanity class. In this class students learn Social Study and Literacy together. There were 25 students in sixth grade, including two special education students under IEP (Individual

At age five Stacey was diagnosed with a reading disorder and was place in a special education classroom for grades Kindergarten and 1st grade. She was placed in a general classroom in second grade but continue to receive the following accommodation extended time

The classroom setting is kindergarten with a mixed environment of general education students and special education students. The child can do his work; however, he is resistant by saying he does not want to read or write because it is boring. Being WZ one-to-one paraprofessional is challenging since the child has behavioral issues that requires professional assistance for developmental support.

As a student, Sara becomes noticeably distracted in class when she must listen to information that has been repeated to her. Sara’s capacity to quickly store new data in her inventory the first run through compared to her classmates’ capacities to do so explains why she tends to tune out and drift away. Sara’s teacher should make an adjusted instructional plan for Sara, for instance, assigning Sara with small tasks such as counting down from ten to keep her engaged while the other students transition into the next session of class or allow Sara to read every other page to the class to engage her in the story-telling process.

Session held at the SVABA center. Activities: puzzles, tracing numbers, coloring flowers, outdoor activity, walk to Kaiser, snack, reading and blocks. DI and Wyatt work on tracing number, DI assist Wyatt by giving him a full physical prompt. Wyatt can count 1-10 independently. Wyatt can identify his colors independently. During coloring DI assist Wyatt hand-over-hand to color each flower. Wyatt independently engaged on the reading. DI read two books to Wyatt, Wyatt was able to point to picture on the book "Elmo, bird & duck". Wyatt present aggressive behavior toward DI and peer, DI re-direct Wyatt by telling him "safe hands and put his hand together. DI will work on helping Wyatt to keep hands to himself and give space to

She requires maximal assistance to follow the class schedule and complete written schoolwork, but the recent addition of using a communication board had helped.

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

After reviewing the three classroom settings for Micah, I believe the appropriate setting would be inclusion. Within an inclusive classroom Micah would receive the added support he needs to reach educational goals. An inclusive setting would also provide the least restrictive environment for Micah while allowing him the social activity he enjoys. Any accommodations are able to be added without signaling him out in front of his peers. Most classrooms have student computers to use during class time. Micah’s computer can be set up ahead of time with extra app’s that will allow him to have such things as spell check, talk to type, read back, thesaurus and dictionaries, and calculators if needed. Micah could use headphones if needed. Often student

It is practical knowledge that children and young adults may often at times have trouble staying on task with the numerous sensations and events they experience when in the real world, or in this case, their school. At times easily

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is