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Observation 2

Name: Mahra Al Qassimi

Instructor: Antoinette Wiseman

Course Name: Practicum 2b

Course Code: EPC 2903

Observation Task 2: Identifying Children with Special Educational Needs

Name Age IEP Area of Focus Type, range and frequency of

support provided / needed.

Ali 5 years Not identified - Adaptation on work

old Possible ADD
(Attention Deficit - One-on-one teaching

- Hands on concepts
(play dough, painting,

- Coloring

Ali 4 years Not identified Daily Teacher Support with

old Possible Cerebral advice from Learning
Palsy Enhancement Teacher:

- Cant jump, or - Constantly remind

walk on the student to sit still.
heels of his feet
so he walks on - Teacher provided tracing
his toes. papers for the student to
practice on.
- Cant write
numbers, has to - When writing numbers
be guided. and letters (I dotted in a
form of connect the dots
- Draws lines and gently guided him)
when asked to
write any letter - Rewards students with
or number even stickers whenever they
whilst seeing it. finish their classwork or
work harder than usual.
- Cant focus
without being
called, gets

- Has difficulty in
learning and

- Doesnt know
whats right and
wrong in

- Target to try
and have Ali sit
down by the
carpet and
focused on the
lesson for 5

Reflections on Observation Task 2: Identifying Children with Special

Educational Needs (SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?
The student with SEN is included in the classroom but not yet diagnosed until
Grade 1, because theyre still young.

2. What accommodations were made for the identified SEN students in the
- One-on-one teaching
- Concrete materials
- Repetitive teaching
3. Was there any assistive technology, other equipment or materials used with
the identified SEN students? If yes, please describe the equipment that was
used and what it was used for.

Yes, Ms. Marilize would sometimes give Ali the iPad to play a song, such
as: The Jolly Phonics. Ali would also spend most of his time either coloring
or playing the clay/blocks.

4. What teaching strategies did your MST use with the identified SEN

Ms. Marilize would reduce the tasks length into shorter ones, for example:
Ali would have a different English practice book, which includes easier
lessons that he needs improving in. She would also reward Ali with stickers
if he was behaving well and participating in class and interacting with his
fellow classmates.

5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student.

The assistant teacher, Ms. Taybah, would help Ali work on his task and have
a one-on-one teaching with him as much as possible.

6. Do you think that SEN students should be included in the classroom or

taught in class specifically for SEN students? Why / Why not?

I believe that SEN students should be included in a regular classroom,

having the children interact with one another provides them with a positive
classroom atmosphere.