Joe leaves the classroom for only about an hour or two at the end of eachday, so I would say he is in the classroom close to 75% of the time. Heconstantly needs to be reminded to get on-task and shows many signs of a student with ADHD as well as EBD.
D.How much time does the student spend in inclusive settings? Howmuch time does the student spend in “pull-out” settings?
Joe spends approximately 10-25% of his time in pull-out settings. I havenever been there in the afternoon when he goes to the resource room, but I know he goes there for about an hour a day to work on math, reading,and other assignments he needs help with. His regular aide goes withhim.
II. Overall interactions between the student and peers.
Specifically, commenton such issues as the following:A.Do other students seem to seek out this student, accept the student, or ignore or actively reject the student? Why do you believe this occurs?
Most of the students in Mrs. Tesch’s class are nice and accepting of all.There are a total of three students with special needs and many of thechildren help one another. However, when Joe is having an “episode”and starts yelling, the other children do not know what to do and shyaway. I wouldn’t say that the children directly reject Joe, but that they donot know how to handle him and avoid him, unless he is having one of his“good days” in which most students enjoy playing with him, especially at recess. I believe this happens simply because the students are afraid hewill hit or yell at them. Students avoid other students who are different; I remember the same instances from when I was in school, too.
B.Describe the typical types of exchanges that you observe during theseinteractions.
When Joe is having an “episode” there is one girl in particular who just tries to help him and give him whatever he wants. This, in turn, makes Joe even madder and I do not think Joe knows that she is trying to help.When Joe is in one of his “moods” he thinks everyone is out to get himand has extreme anger over practically everything.When Joe is having a good day (the good days are seaming more and more as I conclude my observations), the children seems to participatewith him and treat him just as any other student in the class. The classworks together as a whole. Mrs. Tesch did a great job helping the students to accept one another.