Reflection Paper On Observation Of A Student

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.

According to “Learning Disabilities Fast Facts” by the National Center for Learning Disabilities, “Close to half of secondary students with learning disabilities perform more than three grade levels below their enrolled grade in essential academic skills (45% in reading, 44% in math).” This fact proves that when disabled students are in a classroom that contains both disabled students as well as nondisabled students, disabled students are not learning to their full potential or may not be learning at all (Learning Disability Fast

If parents, teachers, and other professionals discover a child's learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. The LD online website provides a long list of characteristics that might indicate a learning disability between the ages of Kindergarten and high school. Some common signs of a learning disability that as a teacher we can look for in the classroom would be, a student speaks later than most children, pronunciation problems, slow vocabulary growth, student is often unable to find the right word, difficulty rhyming words, trouble learning numbers, alphabet, colors, and shapes, extremely restless and easily distracted, trouble interacting with peers, difficulty following directions or routines, and lastly the fine motor skills are slow to develop. Once the teacher or parents can understand what type of learning disability a child has they can help them succeed academically by providing instruction better and understanding the person

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

The students in this resource class had learning or behavioral disorders including: ADD, ADHD, or intellectual disabilities. By observing the students, I noticed most seemed anxious, rested or impatient. I think these characteristics related to them having an attention disorder. Students were impatient while waiting to answer questions or easily disrupted the class with a random thought. Some students had trouble staying focused and would look around the room. The teacher would have to say let’s stay focused or pay attention throughout the lesson.

Kate Garnett wrote an article entitled from What Are Classrooms like for a Students with Learning Disabilities. In her article she talks about what a general classroom is like to a student with disabilities and how it affects the students. Firstly, she mentions about the classrooms being very crowded where one can be easily distracted. Not every student can give proper attention to the tutor’s question or the topic and very little progress of the student is monitored. So, the good students excel their class but others remain in confusion. She also mentions about the private talk with teachers being difficult and also school life is very activity focused. The student with learning disabilities may feel overwhelmed. Most of the student’s

Ambition is the strong desire to achieve success. It is one of the sole characteristics of Macbeth. However, Macbeth’s tragic flaw is not ambition, but rather his naivety and avid greed. His arrogance brings his downfall. , for example, listening to the witches' "predictions".

Bipolar disease is a serious brain illness. It is also called manic-depressive illness. Adults or children with bipolar disease go through unusual mood changes. They sometimes feel very happy or active more then usual; which is called mania. But sometimes when they feel very sad and less active then usual it is called depression. Everyone feels happy and sad throughout their day but people diagnosed with bipolar disorder have stronger symptoms. Anyone can be diagnosed with bipolar disease; most people usually develop bipolar disease in their early teen or adult years. This disorder usually lasts a life time. A type of bipolar disease that can be the most severe is called early-on set bipolar disease. Children are usually the ones most likely to get this illness. Younger people with bipolar disease may have more mood switches than adults with bipolar disease. Kids that have this illness have a hard time doing good in school or getting along with their friends or even family members. Bipolar disease can be really dangerous because if often gives both children and adults suicidal thoughts or thoughts of hurting themselves. Bipolar disease affects an estimated 5.7 million adults a year. Although bipolar disease is equally common in women and men research indicates that three times the women of men experience rapid cycling of bipolar disease. Women also have more depressive and mixed episodes then men. Statistics also show that one in every five patients diagnosed with bipolar

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

If the teacher knew much about the development of the students they would know the differences between a child with learning disabilities and a child that has not been in the environment in which they could properly develop.

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

In part one of the experiment, Flourene (0.1 g, 0.0006 mole) was measured and added to a 25 mL Erlenmeyer flask. Next, 10 M of NaOH (7 mL, 0.2 mole) was added to the flask with a ½ inch stir bar. The mixture was stirred until the fluorene dissolved completely. Then, Stark’s Catalyst, Aliquat 336 (5 drops) was added to the solution. The color of the solution turned yellow and two layers formed. The reaction was then stirred vigorously. Next, a comparison TLC was conducted against the starting material in a 20% dichloromethane and 80% hexanes solution. The reaction stirred for 5 minutes and after that a TLC was conducted. The mixture was not complete and after another 5 minutes another TLC was conducted. Next, the reaction was poured into a separatory funnel and the organic layer was separated from the aqueous layer. Then, 5% HCl (5 mL) was added to the separatory funnel to wash the organic layer, this was repeated two more times. Next, saturated NaCl, Brine (5 mL) was added to the separatory funnel and was drained. The organic layer was then poured to an Erlenmeyer flask and Na2SO4 was added to dry it. The organic layer dried for 5 minutes then a gravity filtration was conducted to remove Na2SO4. The filtrate was collected in a pre-weighed 100 mL beaker (46.7208 g). Na2SO4 was rinsed with toluene (3 mL) twice. The beaker was labeled and placed in the hood.

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.