For the purpose of this practicum, I would refer to the students chosen for my observations as Student A and Student B. The school where Student A and Student B are being educated is known as P.S. 152 Q (Gwendoline N. Alleyne Public School) in Woodside, New York and the district I was being placed and observed is District 30. It is a 3rd Grade Integrated Co-Teaching (ICT) classroom. In their Integrated Co-Teaching (ICT) classroom, room 417, they both have ELA and Math, together. Because it is an Integrated Co-Teaching classroom (ICT), there are two teachers. Ms. Treanor is their Special Education teacher and Mrs. Puca is their General Education teacher. When I observe every Friday, Ms. Treanor usually teaches and starts the lesson by asking
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A learning disability is defined as “are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention” (ldaamerica.org/types-of-learning-disabilities/). This proves that, a student with a learning disability can have a difficult time to follow directions, cannot read independently and they often ask for clarification during class when they’re unsure of a particular question they will ask. On the other hand, autism is defined as “a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences.” (www.autismspeaks.org/what-autism). This also proves that, a child with autism can have a difficult time to stay focused in class that he/she get easily distracted in class, have a tendency to rush things, gets disorganized, will get frustrated easily and to interrupt others in an impulsive …show more content…
This is because they both always work well independently without assistance, pay attention during the lessons and they both never hesitate to ask a question if they’re unsure of what to do. Due to Student A’s learning disability, he was able to read a passage from his ELA workbook quietly and independently by staying focused and concentrated without getting distracted. Moreover, whenever he had a difficulty understanding what the word means, he had immediately underlined the unfamiliar word, used the Electronic Dictionary (E-Dictionary) under his desk and to continue on reading it to himself. In addition, due to Student B’s autism, he gets easily distracted while doing his Math class that sometimes when I observe him, he tends to play with his pencil grip with no reason at all, rush and write his answers sloppy, illegible and scribble his answers all over the Math
A learning disability is defined as “are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention” (ldaamerica.org/types-of-learning-disabilities/). This proves that, a student with a learning disability can have a difficult time to follow directions, cannot read independently and they often ask for clarification during class when they’re unsure of a particular question they will ask. On the other hand, autism is defined as “a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences.” (www.autismspeaks.org/what-autism). This also proves that, a child with autism can have a difficult time to stay focused in class that he/she get easily distracted in class, have a tendency to rush things, gets disorganized, will get frustrated easily and to interrupt others in an impulsive …show more content…
This is because they both always work well independently without assistance, pay attention during the lessons and they both never hesitate to ask a question if they’re unsure of what to do. Due to Student A’s learning disability, he was able to read a passage from his ELA workbook quietly and independently by staying focused and concentrated without getting distracted. Moreover, whenever he had a difficulty understanding what the word means, he had immediately underlined the unfamiliar word, used the Electronic Dictionary (E-Dictionary) under his desk and to continue on reading it to himself. In addition, due to Student B’s autism, he gets easily distracted while doing his Math class that sometimes when I observe him, he tends to play with his pencil grip with no reason at all, rush and write his answers sloppy, illegible and scribble his answers all over the Math