Introduction Within the second field experience I noticed a variety of elements about the surrounding environment. The demographics of the surrounding area such as the community, school, and classroom can affect the diversity within an inclusion classroom. This could allow children with disabilities to interact with their peers or even when activity is facilitated by the teachers. Diversity of this grade level for children does not matter; however, it still is a factor that allows equal opportunity and oneness within a classroom.
Diversity and Inclusion The diversity and inclusion of the classroom now appeared different to me. The classroom had 18 children present for the day. The children were from various ethnic cultures such as …show more content…
One child arrives in the morning and goes to the special needs classroom in the afternoon. While the other child arrives when the class is on the playground. This I that child eats lunch and naps in the regular class before returning to special needs classroom. I observed the child with disabilities arrive in the morning and be included in activities with other children but from time to time the child gets distracted by things like the colors within the rug; however, the teacher tries to keep the child focused in the discussion. The child became very playful and had to sit with the assistant. The assistant held the child’s hand, patted his back and encouraged him to pay attention and settle down. While sitting the assistant decided to take the child over to another table and complete an art project which was a self-portrait of child. The child drew his mouth onto the …show more content…
The child that I was observing decided to go into the Manipulatives center. The child picked a wooden puzzle that had five level of colorful stacks. The child had to put the right colorful shape on the right stack. The assistant assisted the child as well as another child. As the child stacked the colors the assistant asked the child questions such as “what color and shape is this?” In the next activity each child gets to go to the centers of their choice. The child stayed in that area for a while. On the last activity, the child picked Mr. Potato Head and another child came over to play. With Mr. Potato Head, the assistant asked the disabled child different questions such as “What are the different body parts (eyes, ears, feet, nose, etc.)?” The assistant even asked the child about the different clothing (hat,
Diversity and Inclusion The diversity and inclusion of the classroom now appeared different to me. The classroom had 18 children present for the day. The children were from various ethnic cultures such as …show more content…
One child arrives in the morning and goes to the special needs classroom in the afternoon. While the other child arrives when the class is on the playground. This I that child eats lunch and naps in the regular class before returning to special needs classroom. I observed the child with disabilities arrive in the morning and be included in activities with other children but from time to time the child gets distracted by things like the colors within the rug; however, the teacher tries to keep the child focused in the discussion. The child became very playful and had to sit with the assistant. The assistant held the child’s hand, patted his back and encouraged him to pay attention and settle down. While sitting the assistant decided to take the child over to another table and complete an art project which was a self-portrait of child. The child drew his mouth onto the …show more content…
The child that I was observing decided to go into the Manipulatives center. The child picked a wooden puzzle that had five level of colorful stacks. The child had to put the right colorful shape on the right stack. The assistant assisted the child as well as another child. As the child stacked the colors the assistant asked the child questions such as “what color and shape is this?” In the next activity each child gets to go to the centers of their choice. The child stayed in that area for a while. On the last activity, the child picked Mr. Potato Head and another child came over to play. With Mr. Potato Head, the assistant asked the disabled child different questions such as “What are the different body parts (eyes, ears, feet, nose, etc.)?” The assistant even asked the child about the different clothing (hat,