I completed my observations at South Elementary School in a kindergarten and second grade classroom. Both inclusion classrooms had children on IEPs and 504 plans. Some of the children had autism, learning delays and behavior issues. There were students with ADHD who needed special instructions in order to stay focused. In both classrooms, I witnessed both educators accommodate and modify instruction to suit the needs of each child within the classroom. Over the last few weeks, each child grew academically or gained a strategy to use when working on a task or assignment. In both classrooms it was apparent how patient the teachers were with the students who had special needs. They took the time to specially explain the instruction by using
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In kindergarten the students were always using manipulatives in math while working on worksheets. Before math centers, the teacher would go over how to use the manipulatives correctly. Before letting the children go to the centers, the teacher asked the children if they had any questions and gave time to clear up any confusion. A lesson from second grade were hands-on materials were applied was the Smarties lesson. The children were engaged and excited about completing their graph. Both teachers and supports, such as ABAs, followed up with their children on IEPs or 504 plans to ensure they understood instruction. In kindergarten, the teacher would pair a child with ADHD to do the first part and then to come back and check with her before moving on. This was important to keep the child on track while making sure he grasped the information. A child in the second grade classroom would go to the back of the room with the ABA to complete the work and the ABA would not only keep her on track, but let her use fidget toys or take breaks often before starting the work.
A kindergartner with autism wasn’t able to work with partners because he easily become frustrated. Towards the end of my observation in the classroom, the child invited a student to work near him at the reading table. This was nice to witness because although he didn’t work directly with him, he was still allowing another child in his space, the table, which was not typical for
In kindergarten the students were always using manipulatives in math while working on worksheets. Before math centers, the teacher would go over how to use the manipulatives correctly. Before letting the children go to the centers, the teacher asked the children if they had any questions and gave time to clear up any confusion. A lesson from second grade were hands-on materials were applied was the Smarties lesson. The children were engaged and excited about completing their graph. Both teachers and supports, such as ABAs, followed up with their children on IEPs or 504 plans to ensure they understood instruction. In kindergarten, the teacher would pair a child with ADHD to do the first part and then to come back and check with her before moving on. This was important to keep the child on track while making sure he grasped the information. A child in the second grade classroom would go to the back of the room with the ABA to complete the work and the ABA would not only keep her on track, but let her use fidget toys or take breaks often before starting the work.
A kindergartner with autism wasn’t able to work with partners because he easily become frustrated. Towards the end of my observation in the classroom, the child invited a student to work near him at the reading table. This was nice to witness because although he didn’t work directly with him, he was still allowing another child in his space, the table, which was not typical for