It seemed like a typical class where the teacher discussed lessons with the children and the children actively shared their ideas. Later, the teacher distributed some worksheets and asked the children to work in pairs. I was told by the teacher that she had pre-arranged the pairings in various ways depending on her goal for the students. The children with special needs (1 had ADHD and the other one had some cognitive delay) were given modified activities and paired with high performing students to help them out by peer tutoring. Once the children started working, the teacher went around the room checking on each pair, stopping once in a while to help those who need help or asking questions to guide the children. The children with special needs do not stand out. I would never identify them as such had I not been told they had special needs because they blend in so well with the typically-developing students. The second setting was a one-on-one session between a 7-year old boy with cognitive delay and a reading specialist. She was trying to teach him phonetic sounds. She showed him some letter cards and asked him to sound out the letters. First it was done slowly with the teacher making the sounds while showing the cards and he imitated her. Later on, she kept showing him the cards and expected him to sound the letters by himself. Next came picture cards that he needed to identify and match the initial sound of the word with a letter. She started with only 3 pairs of picture and letters graduating to about 10 pairs at a time. The boy seemed to have a difficult time processing the pairings because it took him a long time to match the cards, but the reading teacher was very patient. My initial reaction to the observation was pure awe. I was so inspired with how these teachers can be so patient and understanding in helping out the students with special needs and they go out of their way preparing special activities for them. I thought they meticulously planned ahead in order to meet their needs and for the teacher of the inclusive class, to address each child’s need. I realized it takes special training to do what they do and a passion and commitment to do so. With the inclusive class, the teacher had to contend with multiple personalities and consider each student’s skill level so she can pair them off well. That meant she had previous knowledge of these children and have assessed them thoroughly. It seemed her pairings worked because I observed all the children productively working together. The partner of the child with ADHD was also very patient in holding his attention, often tapping his shoulder to make him focus on their task. I am not sure if this partner or any of the other typically- developing children were trained to deal with peers with special needs, but this boy seemed to know how to handle the hyperactive tendencies of his partner. The partner of the child with cognitive delay likewise displayed patience with her partner. She was like a miniature teacher going through the activity with him, asking him guiding questions so he can come up with the solution. It was obvious that she already knew the answer, however, she wanted him to figure it out himself. I saw a smile cross her face when he was able to answer the problem correctly. The reading teacher, on the other hand, worked only with one child, but I think it took much effort in guiding him. She poured all her concentrated effort on him without being distracted.
Observations in Settings Serving Children with Disabilities I had the opportunity to observe two settings that serve children with disabilities and special needs. It was a very fruitful learning experience for me as my perspectives on special education became richer…
It is also a challenge for their educators to help them adapt to this. Therefore, in their study, these have focused on strategies, which educators can use to help students with this problem to adapt to grade-level text (14). Lieberman and Conroy were also more specific in their study, and focused on the visually impaired children, and how they could be included in physical education.
The practitioner in education has great responsibilities to take care of the special needs of students with learning disabilities in overcoming the various kinds of barriers to learning. It is essential to identify the students with special needs, although the identification of cross-over children is complex.
Born on April 5, 1937 Powell joined the ROTC. Granted a commission as an Army Second Lieutenant in June 1958, and serving a White House fellowship under President Richard Nixon in 1971, after his MBA degree, Powell became the deputy assistant chief of staff at the Americal (the 23rd Infantry Division) with the rank of a Major, during the Vietnam War.
4, "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through 8"). This definition underscores the key elements that make up DAP which are focused on the future of children, how they would eventually perform after primary education and furthermore, how they would adopt themselves to the greater community or society that they belong to when they become adults.
According to Guralnick (1999) Peck, Carlson, & Helmstetter (1992) and Wolery & Wilbers, (1994) the inclusion of disabled children in a regular school setting increases their chances of social acceptance within the classroom. However the administration of a young disabled student is 'multidimensional' and 'complex' as simply the placement of a disabled child in a classroom setting does not ensure automatic acceptance by the other students (Favazza, Phillipsen and Kumar, 2000).In Britain it has been cited on the Internet site for the UK government that, "schools and early years settings must take "reasonable steps" to ensure that disabled pupils are not placed at a substantial disadvantage in
In order to undertake the best assessments through observation, many pieces of evidence need to be gathered in different settings so as to make informed and accurate conclusions. The observation process would not make a good assessment if only a single piece of
They should have the chance to sponsor on their own behalf, make choices on where they feel comfortable living, work and re-establish, and take part in other activities that supply to their health. Children with disabilities have a right to obtain services from
its different strengths and core competences pertaining to their products (food offered), the service, and strategies applied to cater to the needs of their clientele.
For one, the food offered at Applebee’s is diverse; ranging from entrees, main dishes, sandwiches, salads,
1 pages (250 words)Essay
Hire a pro to write a paper under your requirements!
Win a special DISCOUNT!
Put in your e-mail and click the button with your lucky finger
Apply my DISCOUNT
Got a tricky question? Receive an answer from students like you!Try us!
Let us find you an essay for FREE
Contact us via Live Chat, call us at +16312120006or send an email to firstname.lastname@example.org