adapted reflection #1 real

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Walden University *

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1

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Mechanical Engineering

Date

Jan 9, 2024

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docx

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Reflection #1 Day: 10/06/20 Duration: 9-3pm Number of students in class:1 3 rd grader 35 min Rest of time spent on going over equipment to use in home, IEP outcome and objectives. Today, was the first day with my adaptive PE mentor Mrs. Jones. We started off the day with a zoom meeting to go over how the day would look. I was feeling frustrated to learn some teachers have not granted me access yet to be in their classroom so I would only be able to see one student today. Mrs. Jones explained how she over sees numerous students in Baltimore City at different schools that need adaptive PE and how online learning has been a challenge. I told Mrs. Jones in detail about some of the virtual tools our university has been using such as Kahoot, Nearpods, Slack etc. However, I told her the tools will have to be accessed by individuals who can understand and easily navigate through these applications. Speaking with her about some of the tools the university has been using made me realize they are ignoring students with many disabilities as we are working 100% virtual. Mrs. Jones showed me notebook paper balls, rolled up pairs of socks and empty shoe boxes for throwing lessons. Additionally, she showed me various sizes of empty soda cans and soda bottles for bowling lessons. We correlated days of the week to meet, so I could be able to at least teacher a student; because she does a lot of conferencing with physical educators during the week and I still have classes. Mrs. Jones told me I will see Danny, an 8-year-old, who suffers from a brain injury that occurred when he was younger. Danny wears braces on his legs, has a cognitive delay with processing and his primary language is Spanish. Mrs. Jones expressed to me that she has not been able to get Danny to do much, he just gives her a blank stare. Mrs. Jones decided not to teach Danny instead she allowed him to stay in his regular PE class and just wanted me to help observe his interactions during instruction. I was surprised to see Danny trying to complete the Batman exercises, his Physical educator had a different PE guest come in and do a lesson for his class today. My initial thought was, maybe he reacted better because the instructor was a man and his voice was heavy, see Danny can understand English but he does not speak it fluently. Furthermore, Danny parents do not speak or understand English, so it is hard to get Danny help with instruction online. Danny tried to copy off the Batman work out; he got up and was punching the air while moving to different sides. After class we reflected on Danny’s interaction in class today. I told her he appeared to be interested in Batman, that my initial thought was due to the physical educator being a man and his tone was different. I told her the video gave Danny time to process the movement to copy versus trying to have him listen to a verbal instruction, translate it, process it and then perform. I see how Danny’s eyes shifted back and forth, I could see him thinking about how to perform the movement, he needs extra time for activities. The physical educator guest only did a warm-up with the class and the teacher talked the rest of the time about previous activities. Danny did not engage in the conversation. Mrs. Jones told me I will be teaching Danny next week, so I need to prepare a lesson for him. I am terrified, so many questions are running through my head. What if he does not understand me? Will google translate help or hinder my lesson? I get to watch Mrs. Jones on Tuesday and I plan on taking as many notes as possible. I have taught ESOL students last semester, but it was easier because students in the class could translate and I just included Spanish language in the lesson and the students did not
have a processing disorder that I was made aware or knew of. From today, I learned I need to download a translation application to include Danny’s language in case I need his parent’s assistance with equipment preparation. When I make my lesson, it must include extra time for Danny to process and perform. I do not want Danny doing too much leg movements due to his leg braces, but I want to see his limitation so we can adjust his goals. I look forward to the next class with Danny.
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