I completed my field placement observations at Fulton Elementary School located in the Highland Park area in the Pittsburgh Public school district. Students in kindergarten and fourth grade receive Itinerant and pullout instructional services from Mr. Harris. Mr. Harris provides direct services and collaborative-consultative services to help support the individual learning goals and objectives for students in the general education setting (Raver, 2009). As a special education teacher, Mr. Harris has over twenty years experience in the field of education with the Pittsburgh Public school district. Mr. Harris’ learning support classroom is extremely small. The classroom has two tables each with four chairs arranged around it, a large cabinet,
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Quinton began receiving early intervention services at the age of two after he failed to reach several developmental milestones. Quinton receives Itinerant services and pull out services from the special education teacher for reading and math as well as 180 hours of speech and language services per month.
Quinton has difficulty processing, interpreting, and retaining visual and auditory information. Additionally, Quinton mixes up similar speech sounds, struggles to distinguish between size and shape, confused written symbols including numbers and letters, and had poor spatial awareness. His difficulties affect his ability to follow directions and succeed in the learning environment. …show more content…
To support learning, Lacy, Vincent, and Quinton benefit from visual cues and manipulatives. For example, I learned that Vincent's strengths include his ability to follow a visual schedule and his ability to adhere to a visual behavior chart. Using pictures, objects, and a visual schedule helps to improve comprehension and reduces some inappropriate behaviors. Finally, I learned that Lacy, Quinton, and Vincent’s disabilities prevent them from acquiring skills and knowledge through incidental learning. They benefit from a systematic approach to instruction to succeed in the learning
Quinton began receiving early intervention services at the age of two after he failed to reach several developmental milestones. Quinton receives Itinerant services and pull out services from the special education teacher for reading and math as well as 180 hours of speech and language services per month.
Quinton has difficulty processing, interpreting, and retaining visual and auditory information. Additionally, Quinton mixes up similar speech sounds, struggles to distinguish between size and shape, confused written symbols including numbers and letters, and had poor spatial awareness. His difficulties affect his ability to follow directions and succeed in the learning environment. …show more content…
To support learning, Lacy, Vincent, and Quinton benefit from visual cues and manipulatives. For example, I learned that Vincent's strengths include his ability to follow a visual schedule and his ability to adhere to a visual behavior chart. Using pictures, objects, and a visual schedule helps to improve comprehension and reduces some inappropriate behaviors. Finally, I learned that Lacy, Quinton, and Vincent’s disabilities prevent them from acquiring skills and knowledge through incidental learning. They benefit from a systematic approach to instruction to succeed in the learning