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Inclusion with special needs children
The inclusion of children with special needs
Inclusion with special needs children
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I went to Warren Elementary school on February 24th, 2016 to observe for the first time. I was placed in Mrs. Bragg’s Special Education classroom. When it was time for me to present my Me Box, there were about seven students in the classroom. I began presenting my Me Box by introducing myself and telling the students where I go to school and why I was in their classroom. I first showed them the outside of my Me Box. I asked the students if they knew what was written on the lid of the box and the students responded with, “Go Tops!” I had six different items in my box that I shared with the students.
The first item that I had was my red WKU towel. I told the students that I really love being a student at WKU and that is why I had a red towel in my box. Secondly, I showed them my Jeff Brohm bobble head. I asked the students if they knew
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what the item was then I asked if they knew who it was.
One student asked me if it was my dad. Another student said it was my teacher. I told them who the bobble head was and explained that Jeff Brohm is the head football coach at WKU. The students thought that it was really cool that I had a bobble head. I told them that I am a huge football fan and that is why Jeff Brohm’s bobble head was in my box. The third item was my Best Buddies pin. The students were not exactly sure what Best Buddies was so I explained that it is an organization at WKU that promotes the inclusion of those with special needs. They did not seem to care too much for this item. My fourth item was one of my small elephant figurines. The two girls in the classroom thought it was really cute. One of the girls asked me if elephants were my favorite animal and I responded by saying yes. I also told them that I have about twenty-five more elephant figurines and statues in my residence hall room and at my house and they are all different sizes. My fifth item was a jar of sand. I explained to the students that over the summer I went on
vacation to Fort Walton Beach. I told them how every time I go to the beach I bring back sand in a jar. They thought that it was really neat that I had brought sand home from the beach. Some of the students told me that they had never been to the beach so they had never seen real sand before. My last item was a blue dog collar. The students asked if it was my dog’s collar and I told them yes. They asked me what kind of dog I had and I told them that I have two dogs. One of my dogs is a Black Lab and Beagle mix and his name is Thumper. My other dog is a Chihuahua and Schnauzer mix and his name is Marcel. Once I finished presenting all of my Me Box items, I laid them all in the middle of the table in front of me and the students. I let them pick things up and look at them. Their favorite item was the Jeff Brohm bobble head because it moved. I had a lot of fun presenting my Me Box to these students because they really enjoyed hearing about all of my items and asking me different questions. They also liked the fact that I let them touch and play with the items. I cannot wait to observe more in this classroom and get to know all of these awesome students.
About the time that Mark was in kindergarten, he thought he was a normal child just like everyone else, but he started to distort things he heard in class and was wondering why everyone would be laughing and why he would be getting corrected. One day in the first grade, Mark came to the realization that something was definitely not right with his hearing. During a Show n' Tell activity, he was asked to come to the front of the room to show off one of his toys. After giving a description of the toy, someone raised their hand and had a question. This person was from the other class and was a couple rows back so there was absolutely no way that Mark could understand what he was saying. The only thing he heard come out of the boy's mouth was a garbled mess. Mark was so confused and could not answer the child that the teacher scolded him stating that this behavior was inappropriate. Mark did not k...
Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum. Exceptional Children, 35(2), 8–17.
To protect the anonymity of the children I have observed I have labeled the children according to their classroom and sex. In the following ethnography I refer to the Hungry Caterpillars, the Busy Bees, and the Terrific Tigers. The school is broken down into three classrooms according to the child’s age and skills. The two year-olds are the Hungry Caterpillars (HC), the three year-olds are the Busy Bees (BB), and the four year-olds are the Terrific Tigers (TT). The children are aware of their classroom names and often refer to them when addressing others or themselves. I must make a note that some of the children are held back because they lack certain skills they need before they can move onto the next classroom so I have also included the age of the children to clarify for
For the "Snap of Me Chat" project, I decided to bring in a few items that best symbolize me. These items include a hockey puck, a field lacrosse helmet, a picture of my family, and the book "Great Expectations" by Charles Dickens. I brought these items into class because they best represent myself, my interests, my values, as well as what is important to me.
A lot of people ask what inspired me to become a special education teacher, and why I am continuing to pursue a career in a field where many unfortunately decide to leave. I wish my answer were as simple as saying “I love children and I want to make a difference.” Although there is obvious truth to that statement, what I love more is celebrating the achievements, both big and small, of a child who faces adversity every single day. Nothing brings me more joy than watching students succeed beyond the expectat...
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
As my observation continued, I took notice to the way Mrs. R would interact with each of the children in her class. She would show each of them affection and attention, whether by hugging them, swinging them, kissing them on the forehead, or just talking to them about what they did the day before. At times, there were children that would act out or almost hit another child while running around and Mrs. R would bring them aside and explain to them that it wasn’t safe to run around without regard to the other children. I also observed the teacher and teacher aide playing with the children on the toy sets. They would help the children that were having trouble climbing up the ladder for the slide, would direct the children through the tree yard and delegate whose turn it was to go through.
On November 13, 2015 I observed a kindergarten class at the school where I work as the BAC Director. The students were between the ages of 5 and 6 years of age. The student were studying community helpers.
During one of the third grade morning classes while observing in the Magnet program, I was asked to assist the class with doing the lesson. The class itself is working on project that was very technical and skill based. Being asked to help was very exciting. I had only been observing at the school for few weeks and only helped students occasionally if I noticed the student was in need of assistance. The project the class was working on involved using a large of wet media like paint and Mod Podge finishes. I spent majority of the class circulating through the room and providing assistance where I could be of use to either the teacher I was observing with or the students. This usually involved offering guidance or advice on how the students
It’s Wednesday and a mother just kissed her son goodbye as he walked into the classroom. The mother walks back to her car and proceeds to work. Her son has Down Syndrome, but attends a private school where special needs children have their own classroom. Her son Alex loves going to school to see his friends, like any child would. With having Down Syndrome, Alex has some rough days in the classroom.
On April 1, 2010, I was welcomed into Mrs. Smith’s all day kindergarten class at the O’Dea Core Knowledge Elementary School in Fort Collins Colorado to observe and note the classroom conditions, interactions of the children among themselves, the teachers or other authority figures and the manner in which learning takes place.
I had been sitting there wondering (probably unlike all of the other kids who were at State University Orientation) what kind of guy I was going to look for when I arrived a month later to attend classes. Everyone else was talking with their parents about their class choices and housing contracts. Some were even asking the experts at the podium questions about the university. But this was way beyond me because I had more important things on my mind.
I was working at a camp and got into a conversation with a friend who has Asperger Syndrome about his experience with special education. He told me how long it took him to get into a program and how much those teachers had helped him to become the person that he was. The teachers were able to help him understand what he was learning as well as life lessons. He and other children with special needs at the camp I have worked at for the past few summers have instilled in me a stronger need to reach out to those in both special and general education classes. This was again enforced in the class “Intro to Special Education.” I was taught even more that school is not just about learning the information, but learning about yourself and how to grow in yourself. Each student is different and therefore each student must be seen as
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,