Observation Task 2: Identifying Children with Special
Educational Needs (SEN)
Special Educational Needs (SEN)
Table 1: SEN Support for Students Name Age IEP Area of Focus Type, range and frequency of support provided / needed.
Saddi 4 years Hyper active in He takes extra work
q groups table. She and activities to not makes eyes contact disrupt other with him while he is students. sitting on the table to Let him be the he know that teacher helper hand. is observing him while in the learning center.
Ali 4 years Not social students - Give him more group
In carpet time. She let works. him to involve with Let him discuss with other students for girls and boys. daily routines and for Try to teach him that we lining up she try to put are in school so you him in the middle because he likes to be have to communicate in the end and not with all. touch other students. Try to give him flexible toys that can be shared with all. 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? In Sama American School they mixed special needs students with regular classes. Because it may help students to improve and do better while they observing the other students in same their classes.
2. What accommodations were made for the identified
SEN students in the classroom? In my class the special need they didnt made for them a special accommodation because they were not or deserves it that much. On the other hand, I observed in other special need classes they were dealing by give them a shadow assistant or bring for them once a week a social helper.
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. No they didnt put any assistive technology or materials for them.
4. What teaching strategies did your MST use with the
identified SEN students? I observed two special needs in my class. Which were a hyper and not a social student. My MST was using some strategies to develop them by ignore the hyper student because he needs attention from her or tell him we will discuss this after we finish. But for the other student she used to put him and mix with other students to communicate with them.
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. Yes there were a social helper, she comes to observe and do activities with those special needs students. I observed her with one student in my class that not involve and talk except with the MST. She brings a paper and writes on it or asks her if she will answer and involve with activities.
6. Do you think that SEN students should be included in
the classroom or taught in class specifically for SEN students? Why / Why not? In my opinion yes it should be included in the classrooms. Because that may help the special needs students to give and develop their situations in the school. Also, they should be included because they may learn from their fiends for example the autism student may be improved and be social.
Behaviours That Includes Avoidance of People or Activities and Failure To Respond, and Also Self-Injurious Behaviours That Includes Head Banging, Scratching and Hitting Own Self