Reflection: My Clinical Experience At Hamline Elementary

My clinical experience took place at Hamline Elementary. I observed Ms. Moos. She is an EBD (Emotional Behavioral Disorders) specialist. Ms. Moos works with students in kindergarten, first grade, and second grade in any subject in which support is needed. The students she works with have developmental delays, learning disabilities, and other health disabilities. During the times of my clinical experience, I observed Ms. Moos working with kindergarteners and second graders. An experience that was difficult for me involved a kindergartener, Kyree. He a student that, as explained to me, is very capable of tasks within the class room but acts as though he needs help that is unnecessary, a learned helplessness. While within the general kindergarten class, Kyree and his peers were working on writing. The goal of the activity was to have students re-write a phrase and then draw a corresponding picture. Kyree expressed great need for assistance with this activity. The way in which he expressed the need was through
With Ms. Moos being an EBD specialist, most students she works with have a high-incidence disability. This relates to chapter seven of our text book. Chapter seven includes a section on learning disabilities, which focused on skills that a student may struggle with. For example, routinely students complete mini-lesson with reproduction, written and spoken, of sounds of letters, letter combinations, and words. After completion of the mini-lesson students listen to Ms. Moos say a word and they write it with correct spelling. Numerous times there was a disconnect on spelling the word correctly and spelling the word phonetically. I observed this happen mostly with sight words that could not be phonetically spelt. This is exemplified within our text in regards to writing skills of learners with learning and behavioral