SPED 400 Observation

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California State University, Northridge *

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400

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Psychology

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Jun 22, 2024

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Observation A. Observation I watched three of the videos recommended. The first video I watched was “Mrs. Kelly’s Special Education Classroom.” Her classroom is a self-contained classroom. I saw seven students in her classroom, the teacher (herself), and an aid to help with a student who is in a wheelchair. The second video I watched is called “2010 Georgia Summit: Coralwood School.” This video is about following a student who is preschool named Avery. The school she is attending is called Coralwood School. She is in a general education classroom. There is a teacher and a Special Education teacher in the classroom to help her. The third video I watched is called “Inclusion Working in 2015- Primary School.” This video was made to show people that, when done right, inclusion is a very important and helpful part of a student’s academic life. In this video, it focused on the whole school instead of one classroom. They focused on the needs of all their students. B. Physical Development In the first video I watched, this classroom is self-contained. It is a smaller classroom of only about seven students. I noticed there was one student in a wheelchair who had an aid by her to help when she needed it. The students had different disabilities and were working at different

paces. The teacher made sure to make the lessons relatable to the students to make them easier to learn for the students. There were many supports I saw that were used in this classroom. She had the students on the rug or standing up to be involved in the lesson. I think this is great for students to do because it keeps them interested and helps them learn it. Mrs. Kelley was also very involved in the lessons by doing the hand movements with her students. She tried to make the lessons relatable to the students by using examples that would interest them and they could relate to their lives. I also noticed there were aids in the classroom to help the teacher. This is a huge help to teachers and students when there is extra help. Lastly, there was a student who used a device to speak because he was non-verbal. In the second video, Avery was attending preschool. She attended a general education preschool. Avery was born with down syndrome. This preschool focuses on inclusion and finds it important for children to learn from each other. The general ed students work side by side with the children with special needs. Avery had support from a special education teacher as well as a speech therapist in the classroom. The school also noticed that Avery gets support from the other students. When the teachers notice Avery paying more attention to other students, they will use the other students as an example for her to follow. In the last video, the school was built for students with special needs to be able to have the adaptations they need. In this video, it is about a primary school and shows that when inclusion is done right, it benefits both general education students and students with special needs.

The school has extra staff that is there for all the students to support them. The school is made for students to have equal opportunities. The school makes sure that they are resources for all the students. The students work at their own levels, but the teachers are there to push them when the teachers know they can achieve more. C. Cognitive/Linguistic development Even in a self-contained classroom, there are differences amongst the students. The students are at different levels. Some are talking and some are non-verbal. From the video, I noticed that some students are able to sit on the floor, while others sit in chairs. During the routine some of the students are sitting on the rug watching, while I noticed that there was a student sitting on a chair behind them. I also noticed a student standing to the side of the group. In this video, it did not show playing in the classroom. It did show the calendar routine which Mrs. Kelley made fun and interactive for her students. She kept her student’s attention and kept them involved by having them stand up and more during songs. Mrs. Kelley also walked about the classroom to make sure the students were paying attention. She also asked her students questions and had them come up to the board to participate. In the second video, Avery is in her preschool. She does not let her challenges slow her down. While sitting on the rug, she sometimes is looking down or around the classroom. She sometimes would rather look at friends than the teacher. Since it is preschool, much of the learning is through play.

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The last video I watched, it focused on the whole school. It showed clips in the beginning of students playing outside together. The school wants every child to be included. It shows how all the students naturally came together and no one was forced to be around each other. At this school the students are at many different levels in their learning. The school makes sure the students have equal chances to succeed. The staff is there for extra support when a student needs it. In the video, there was a clip that showed a student reading and there were the written words and braille under that for students with vision impairments. D. Social/Emotional Development In Mrs. Kelley’s video, it does seem that the children are comfortable with each other. Mrs. Kelley was working in a small group with three of her students. They are able to work together and share stories amongst each other. Mrs. Kelley uses an example that they can all relate to for their math lesson, and they all enjoy it. At the end of the video, it shows the short clip of Mrs. Kelley outside on the playground with her students. I think that the students benefit from having her outside playing with them, so they do not always relate the work to her. It shows a different side of teachers when they have them outside playing with them. Mrs. Kelley is running around while holding one of her student’s hands and chasing others. Avery is lucky to be developing friendships already. She has typical children around her that she is learning from. Avery seems comfortable around other children and the children are

comfortable around her. During circle time, the teacher may sometimes have her look at her friend doing something to show her how to do it. Avery learns a lot from watching her friends. Working with friends and teachers, she is able to start talking. When she first started, she was non-verbal and relied on sign language. The teachers at this school are able to use Avery’s friendship with peers to help her learn to speak. There are times that Avery does not want to look at the teacher, so the teacher has her watch her friend on how to do it. In the last video I watched, the part that really stood out to me was that they gave the students a chance to participate in a buddy system. They had typical students volunteer to be the buddies of students with disabilities. This benefited both students because it teaches them how to take the time to get to know each other. E. Final thoughts These were all great videos to watch to be able to see the different way schools do inclusion or be a self-contained classroom. I believe inclusion is the best for students when it is done correctly because it benefits all students. If I could ask questions to those working in these classrooms and at these schools, I would ask what the best way is to start inclusion to make sure it is done correctly. I would ask for tips on how to make sure all students are included and how to introduce all the children correctly. The last video I watched really stood out to me. I like how the whole school was included. I also like how they gave the students a chance to participate in the buddy system with the students with disabilities. I think this is very helpful because it shows how successful inclusion can be with the students.

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