Tony, 2nd grade, has been referred for Special Education Services because he appears to have difficulties with visual tasks, holds his book close to his face, uses his finger as a guide when reading and appears to be clumsy. He trips over and bumps into things and walks hesitantly.…
When the school psychologist entered the room, Leo was seated at his desk reading a book. He shared his excitement for the book by looking at it and squealing as he flipped through the pages. Mrs. Gutierrez, the special education teacher, walked in and greeted him, but Leo did not look up. He appeared highly engaged in his book activity. Leo was able to follow directions using first work and then play reinforcement.…
The student is five years old. The student is in kindergarten. The kindergarten class has fourteen children. The classroom is a mainstreamed and both teachers have special education experience. The student has strengths in reading comprehension, phonics, and spelling. He enjoys puzzles and can complete a fifty piece puzzle on his own. The student focuses on the end pieces of the puzzle first. The puzzle is a picture of the United States and the students reads all the states and their capitals. When the student completes the puzzles he recites the cities that are listed. His weaknesses are in physical activities that involve group participation. The student does not show interest in teacher directed games such as leap frog. The student has trouble making eye contact and engaging in conversations. The student repeats questions when he is asked. The student repeats what he hears throughout the day so he will often say hello, how are you? When the student repeats the phrase he does not make eye contact or pause for a response. The student has an IEP and a goal for the student is to promote conversations with peers, family members, and teachers. The IEP states that the student works with a therapist for speech. The speech therapist states that the student uses echolalia which is repetitive use of language. The student can read age appropriate books for eight year olds. The student read the book, Stegosaurus The Dinosaur with the Smallest Brain, by Elizabeth J. Sandell. The student pronounced every word correctly. Another saying he often repeats out loud often are, come on lets wash your hands. When the student says that, he does not go wash his hands. In fact the teachers have to aid in hand washing with the student because he seems to avoid soap when not supervised. The student was…
Based on the results of the IRI, Soloba, who is a 9-year-old student, in a fourth grade general education class. She is a well-behaved student always looking to do the right thing, but is easily distracted. Soloba has a hard time in most subject areas and is below grade level in both math and reading. She is currently attends an after school math program twice a week and also pushes in with the special education teacher who works on language arts skills once a week. Soloba’s non-verbal behavior includes avoiding eye contact when struggling with classwork or “getting in trouble”. At times, when Soloba reaches a level of frustration, her posture is slouchy and she becomes silent. Soloba’s expresses grade appropriate verbal behavior, although at times makes grammatical errors in her speech, where she is unsure or confused on how to correct herself. Soloba struggles with word identification, comprehension skills, and…
Jaelee really enjoys having stories read to her. She pays attention to the stories during story time in her classroom. Jaelee’s behavior has changed from my first observation of her. The first day I observed Jaelee she could not sit still and had a hard time focusing and listening to her teachers. Jaelee has never displayed that type of behavior again when I would go to see her. Her teacher Ms. Reta had said if someone is giving Jaelee attention she does not act out, it is only when she does not get attention does she misbehave. This is the reason I have not seen Jaelee misbehave when I am there. When I am not there Ms. Reta has told me that Jaelee still has a hard time doing what she is told, especially during nap time.…
Sobel, D., & Taylor, S. (2006). Blueprint for the Responsive Classroom. Teaching Exceptional Children, 38(5), 28-35. Retrieved October 4, 2010 from Academic Search Premier database. http://content.ebscohost.com.wf2dnvr2.webfeat.org/pdf18_21/pdf/2006/TEC/01May06/20920866.pdf?T=P&P=AN&K=20920866&S=R&D=aph&EbscoContent=dGJyMNHX8kSeprc4zdnyOLCmr0ieqK5Ss6u4SbCWxWXS&ContentCustomer=dGJyMPGusUuxp7dOuePfgeyx44Hy7fEA…
Every child is unique and different. We will never encounter two children exactly the same. They have physical, emotional, and cultural differences. In a “normal” family these differences are things like blonde hair and blue eyes compared to brown hair and green eyes. There may be one child that is laid back and another that cries bloody murder at the very thought of a paper cut. In this profile of a disabled student the differences that I encountered were much more diverse than that. I will talk about the physical, emotional and cognitive, and socio-emotional development of the student. I will also talk about the things that I found out while in the classroom.…
Attention is something everyone has, yet it has different varying degrees of how it is used consciously and unconsciously. Attention as defined by the American Psychological Association is a state of focused awareness on a subset of the available perceptual information. When people attend to the information consciously it is known as the top-down process and when information grabs our attention that is otherwise known as the bottom-up process. Since every person is diverse their attention span varies too. When it comes to children and adults there is the possibility that the ability to be attentive may be different in terms capacity. One of the few types of attentions is categorized as divided attention. When defining divided attention it…
The child I am observing (Child N), is a five-year six-month old boy who attends a public school located in the West Village area of Manhattan. He is classified as being speech impaired. As per classroom teachers, he is bright in the sense that there are some tasks he is able to complete without verbal cues such as sorting, and an inquisitive child in the sense that shows interest in new things and people. My first day he stared at me nearly the entire time I was in the class. He demonstrates delays in most areas of development. Child N receives speech therapy individually two times a week for thirty minutes in a separate location and in a group of three, once a week, for thirty minutes in a separate location. He receives occupational…
I have created a Special Education (SPED) Team for this course. That includes Mrs. Chain a special education teacher and Mrs. Robinson a third grade teacher. I have chosen to work with students with LD in resource rooms and other classrooms. I have made contact with two or three of the student’s families to help with information and insights on their lives dealing with LD and also a few members of different community organizations dealing with children with LD.…
In the exploration of cognitive psychology, the theory of cognitive processes has been brought to light. These processes could include attention, memory, perception, sensory, and visual perception. Memory is composed of different factors such as short-term memory, long-term memory, screen memory, remote memory, replacement memory, and immunologic memory. Visual perception deals data intake from a visual standpoint. The five senses, touch, taste, smell, sight, and hearing also time into the cognitive process. Perception gives an individual the ability to have insight into any given situation. This is also how an individual can gain knowledge or intuition. On the other hand, there is attention, which gives an individual to ability to focus mentally. While each concept is equally important to cognitive processes, this will paper will explore perception, attention, and the relationship between the two.…
Today is the first Friday back from vacation in January. You have been advised that Quan, a new child to the program, will be in your class on Monday. His parents have called and asked that you return their call to discuss how you will be helping Quan acclimate to the program, and what they can do to help him make friends and feel comfortable. On the same day you find out that Quan (from the previous situation) is coming to school, you are informed that Ashley, who has cerebral palsy, will be joining your class on Tuesday. You are told that she shakes and stutters. Your program supervisor wants to know what you will do to help her adjust and become part of your classroom.…
Learning disability is highly comorbid with Attention Deficit / Hyperactivity disorder. Despite that fact that Gisela was constant off track during the class time and disorganized in studying and preparing the schoolwork or test. Gisela was able to engage in the hands-on work and activities of music and art in which she was interested. Gisela’s inattention was because of disinterest. From behavior view,…
In the world we live in, we are bombarded by infinite sensory inputs. The hum of the heater; the ticking on the clock; the chatter of your friends. Yet, this information usually goes unnoticed. Our brain has limited space to process and retain information and is not capable of processing everything we hear or see around us. In order to prevent a mental breakdown, we filter out the information we want and ignore the rest, referring to selective attention.…
work it was very sloppy. His 2nd grade teacher, Miss Jones, says that John has the…