It’s a beautiful crisp day as I enter L.J. Stevens Intermediate school for my observation of Ms. Stralow’s second-grade inclusion classroom. I’m a little early and my host teacher forgot I was coming in, which is fine because I get to see her in action. As I enter the classroom, Ms. Stralow is getting ready to teach math to her second graders. She re-introduces me to the class and tells them that I will be observing them and that if I have any questions that they can answer them for me. I’m so ready for this. The class is in the midst of learning money and the value of coins. On the white board, she has shown the students a short clip of how money is arranged due to its value.
The students take out the worksheet that is on the board …show more content…
The teacher has arranged the desks in a U pattern with a group of five at the outer U shape edges and a group of 3 sides in the inner U-shape pattern. I asked her about this and she replies, “It’s easier and quicker to check their work this way.” I ask Ms. Stralow, “How do you like teaching an inclusion classroom?” for which she replies “organization is a necessity, especially with inclusion, you never know what can happen.” We both laugh. I ask her, “Do you believe all children with disabilities can be taught in a general education classroom?” She states, “Most can, as long as the lead teacher has the support. I’ve never worked with children who needed medical support, i.e. nurse, ventilators, wheelchairs, etc.” “What do you think of children with autism who have OCD, meaning is it severe at this grade level?” Ms. Stralow replies, “It can be. If everything is not perfect they cannot focus.” “Has a child with OCD made it hard for you to teach them?” I ask her. “Not hard, different kind of preparation and modifying things for them,” she
The students take out the worksheet that is on the board …show more content…
The teacher has arranged the desks in a U pattern with a group of five at the outer U shape edges and a group of 3 sides in the inner U-shape pattern. I asked her about this and she replies, “It’s easier and quicker to check their work this way.” I ask Ms. Stralow, “How do you like teaching an inclusion classroom?” for which she replies “organization is a necessity, especially with inclusion, you never know what can happen.” We both laugh. I ask her, “Do you believe all children with disabilities can be taught in a general education classroom?” She states, “Most can, as long as the lead teacher has the support. I’ve never worked with children who needed medical support, i.e. nurse, ventilators, wheelchairs, etc.” “What do you think of children with autism who have OCD, meaning is it severe at this grade level?” Ms. Stralow replies, “It can be. If everything is not perfect they cannot focus.” “Has a child with OCD made it hard for you to teach them?” I ask her. “Not hard, different kind of preparation and modifying things for them,” she