Sylvia's Self-Contained APE Class

Improved Essays
1. The initial problem with Sylvia’s self-contained APE class was that she worried that she was missing out on so much in the GPE classroom. Also, she felt extremely left out at recess because all the other kids were used to playing with each other, making her seem like the “outsider.” She didn’t want to feel like a baby anymore; she wanted to be included, just like the other kids.

3. The self-contained APE class had to be changed because of Sylvia’s feelings and overall potential to grow. Sylvia was meeting and exceeding all of the goals and objectives in most subjects, and her fitness and locomotor skills had been improving greatly. It was obvious that she was ready to move on and try something different. The wants and concerns of students with special needs must be considered, as educators work to give these students the opportunities to best thrive in the least restrictive environment. If Sylvia wouldn’t have been ready for this change or been able to grow and benefit from this new buddy program, everything may have panned out a little differently. But by
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There are many other teaching techniques that I could use along with peer tutoring. First, I could try to implement opportunities for putting Sylvia in leadership roles in the classroom. By giving her a chance to lead or help during specific parts of class, Sylvia will feel included and more accepted by her peers. Second, I could work to create big group games and activities for all students to participate in, regardless of their skill levels. By promoting this teamwork-type atmosphere, student will develop relationships with one another, while practicing new skills. Third, I could focus heavily on self-assessment. I truly feel that students learn more when they are able to reflect upon their learning, assess the progress they have made, and decide what direction they want to take next. These techniques will help all students feel included, while helping them make both physical and emotional

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