Peter In The Classroom Case Study

becoming an adult was everything but a straightforward task for him. Peter lives with an intellectual disability caused by Down Syndrome. This diagnosis is a genetic disorder caused by chromosome pair twenty-one that often results in severe developmental and intellectual delays. Additionally, Peter has issues with a hyperactive thyroid, bursts of Obsessive-Compulsive disorder, depression, and developmental issues that caused a severe delay in his speech. Due to these several health issues, he has several behavior problems and this negatively impairs his social skills. Peter lacks the ability to portray his emotions to others, and this causes problems. He struggles with impulsivity, shouting out, and taking other children’s things from them. This can be seen in the sixth-grade lunchroom when Peter takes food from his classmates and then refuses to return it. Frustrated, the other kids move to another table and leave him to sit in isolation. Another example is his tendency to ignore directions. When working in the laundry room, Peter thought it was entertaining to repeatedly switch the lights on and off. After being told to sit still until the dryer finished, he continues with his inappropriate behavior. Thus, he is eventually taken to the suspension room. In regards to how he acted around his teachers, it was generally acceptable. Peter tends to be satisfied until he doesn’t get his way. When told to do something other than what he has his mind set on, he screams and becomes

Charlie builds the relationships with his educators in the Nursery room. He likes to join his educators and friends in the activities that he is interested in. He sits side-by-side his friends, enjoys the good times together such as singing a song, moving along the music and looking at the animal pictures and naming them. He especially loves to look at the pictures in the books and listen to his educator names each picture. He often pulls on his educator's arm and leads her to the book corner to read a book to him as to initiate and communicate his needs to his trusted educator (EYLF 1.1). He confidently makes his own choices in play and exploration of his surroundings. He is often seen exploring something in one corner of the room and loves to share his discoveries with his educator by getting her attention and pointing to what he finds, such as new toys or books in the corner, bird and airplane in the sky.

The article entitled “Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day” written by Kara Hume, Melissa Sreckovic, Kate Snyder, and Christina R. Carnahan discusses an intervention plan for a fifth grader named Sara, who has autism spectrum disorder, in a general education classroom. In this classroom, there are two teachers that use the co-teaching model in order to reach the needs of the students with and without disabilities. Sara, who is on grade level academically, was showing several behavioral issues. She was not actively involving herself in the lessons, or talking to other students in the classroom. It was also noted that she would end up crying very frequently at different times throughout the day. Other behaviors included putting her head down on her desk and not responding what being asked a question or addressed in general. They observed the times of day that she displayed these behaviors and noticed that it was during the times of the day when transitions occurred. Her behaviors began to disrupt her learning due to time that it took to redirect her and get her back on task.

When building relationships with children and young people you must adapt your behaviour and communication to suit the situation and age of the child or young person. Children need to feel secure and valued this can be achieved through positive communication, showing that you are interested in what they have to say and value their opinions whilst not giving pupils attention whenever they demand it! Children and young people of different ages need different levels of attention. A younger child may need more physical contact and reassurance when coping with the transition into secondary education. During puberty they may need to talk

The No Child Left Behind and the Individuals with Disabilities Education Act entail that students with disabilities or special needs to be open to the overall education and determine the progress of the child. Three unsurpassed practice strategies for supporting young children on the autism spectrum (including Asperger's Syndrome) in an early learning environment. The first strategy is reinforcement. Reinforcement is a critical strategy of evolving and maintaining the enthusiasm of this type of student. A teacher must use objective or actions that the students would like or enjoy that can be obtainable behavior. In my field experience observed I have seen the Pre-K teacher use the computer and smartboard to interact with the class as well

The first solution would be to start using a structured recess program called Playworks. This is a system that uses structured games to teach children pro-social skills, positive language, and conflict resolution. Playworks teaches

Research designs will be a mixed measures design such as a combination of a typical experiment and other forms of non-experimental designs. Procedures will be used in this research will be audio and video recording, audio and video editing, researchers and confederate will observe children and their families, in addition to ask open and closed ended questions to children, parents, teachers, and school administrators. Younger children would benefit from play therapy, whereas older children would benefit from written and spoken journals in addition to additional learning time in respite care. What are the necessary steps, procedures, and funding to help these children, teens, and young adults with ASD to become overachievers in academic, vocational, and professional settings?

Peter portrays a heroic character in the novel Cue for Treason with many interesting qualities and ideas. He is a heroic man. This is because Peter is intelligent, perseverant and valiant. To begin, Peter is heroic because his of intelligence shown throughout the novel. For example, Cue for Treason’s protagonist Peter, thought of an ingenious escape plan from his captors with very few materials to use.

I learned that he was capable of understanding easy step directions and responded very well to my praise and support. A smile would come across his face when teachers and students recognized him. I taught him other ways to engage with his peers such as waving, pointing to objects or showing them pictures. I was constantly encouraging other students to interact with him. Now, he is able to participate with students in the classroom, at lunch

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.

Thesis: It is the intent of this paper to dig into the life of Peter and see just who this man that passionately followed Christ was. As we dig into the life of Peter we will examine his character strengths, his weaknesses, and overall how Peter was transformed by Christ. We will see how God took a man who more often than not acted without thinking and transformed him into a passionate follower who’s words we read today in God’s very words to us.

Some of the children were identified as autistic, so reinforcing social skills was especially important. Children who self-isolated in a corner were asked to join in play groups of other children. I noticed with the autistic children,

Peter, a boy diagnosed with Down Syndrome, was first seen filmed as a third-grader entering his first year in a general classroom rather than one with only students with disabilities. “Educating Peter,” was a film made in 1992 following Peter’s journey being the first child with a severe mental disability, to be included in a general classroom at his elementary school. Elementary school was a challenge for Peter, his parents and his teachers. However, as Peter continues to get older, the film “Graduating Peter,” showcases the story of Peter’s academic accomplishments and struggles as he prepares to graduate from high school. A particular part of the video that stood out to me was when Peter’s mother talked about the loss of control she

Peterson of Memorial University of Newfoundland tested twenty preschoolers from low socio-economic background and randomly divided them into a control and an intervention group. Since she believed that parental styles of talking impact children's narrative skill development, she trained mothers in the control group to use wh-questions, open ended questions, and back channeling rather than yes/no questions. She also encouraged them to speak more frequently and consistently to their children about past events and elaborate one topic instead of switching from one to another. Children were given pretest, before the intervention, post-test after the intervention, and a follow up test a year after the intervention. Their improvement was measured

Concern 1: During the free-play time, Luke gets bored quickly and quits without much effort if the difficulty of the tasks is beyond his expectations. My Hypothesis: When faced with tasks that are beyond his zone of proximal development (ZPD), Luke is not being encouraged and affirmed to try. He is also not receiving the individualized help and scaffolding from the teachers. Evidence: Luke has rather short attention span, especially when he is faced with tasks that seem difficult and require much effort.