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I. Overall interactions between the student and the teacher. Specifically, comment on the following: A. In general, how does the student respond to general instruction provided to all students in the class? Joe is a brilliant student in the best way he can be. His biggest trouble is staying on task. An aide is constantly with him except for in the morning for about a half an hour, in which I provide my time trying to keep him on task. He has an attention span of about one or two minutes and quickly forgets what he is doing. However, he knows this and is trying to work on it when he leaves for the resource room and also during class time. Joe gets scolded at, by the teacher, during just about every lesson, but the rest of the class knows this and tunes it out now and sometimes the others around him remind him. He does not seem to mind and even takes into consideration that he is off task. I have seen him do great some days and terrible some other days; it seems to be inconsistent and it depends on what mood he is in when he comes into school in the morning. Joe is working hard to catch up with his fellow classmates, but still lags and seems to not finish work unless I or his aide stand right by him and keep him on task until the end. B. Does the teacher provide noticeable accommodations or adaptations in curriculum, instruction, and/or materials for this student? If so, describe them, and comment on how well (or poorly) the student responds to these accommodations or adaptations. Mrs. Tesch (my mentor teacher) provides the opportunity for Joe to use fewer problems when it comes to tests, worksheets and even homework that are sent out. There is an aide that helps him every day and he seems to be used to her and the other students are used to aides coming into the classroom quite frequently. Joe seems to get more work done when it is cut in half and seems to be happier about it, for I have seen him try and do an entire spelling test, but he gets easily frustrated and often calls out in the middle of the test. This made the other students give him strange looks and he soon realized what he was doing. After this episode, Mrs. Tesch added to his IEP that he could cut everything in half and this seems to work the best for him and the other students do not even notice. C. How actively involved does the student seem in the overall classroom instruction?
Joe leaves the classroom for only about an hour or two at the end of each day, so I would say he is in the classroom close to 75% of the time. He constantly 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? How much time does the student spend in “pull-out” settings? Joe spends approximately 10-25% of his time in pull-out settings. I have never 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 with him. II. Overall interactions between the student and peers. Specifically, comment on 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 the children help one another. However, when Joe is having an “episode” and starts yelling, the other children do not know what to do and shy away. I wouldn’t say that the children directly reject Joe, but that they do not 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 he will 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 these interactions. 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 him and 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 participate with him and treat him just as any other student in the class. The class works together as a whole. Mrs. Tesch did a great job helping the students to accept one another.