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YouTube Analysis

Sabrina Najera

Introduction to Special Education 203

Video Analysis Activity #1

17 May 2020
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The video I have chosen for the activity does not directly explain what grade or specific

disabilities the students acquire. The content of the video, however, provides details and

underlying information about grade and specific disabilities. The lesson the teacher was

providing is division. The information means the Special Education class is a third to fifth-grade

mathematics class. The female educator is labeled as a Special Education/Intervention teacher.

Intervention teacher means the instructor’s specialty is in students with “behavioral, social, and

educational challenges” (Meier). The few students in the video fit those specific disabilities.

The information that was provided below the video format stated the school is located in

Denver. Denver is a city in Colorado, and Colorado is a state in the United States. Therefore, the

video was filmed in the United States area.

The video showcases the teacher’s accommodations and modifications for the students.

The teacher repeats to her students to “take your time.” The motivational line means she is not

trying to rush her students because they might have a disability that categorizes with slowly

understanding concepts. She explains the lesson/assignment multiple times for clear

understanding in multiple ways. She initiates peer review. Another set of eyes will help both the

student and the peer to review their errors and corrections. The teacher also establishes

encouragement. She always responds with “Good Job” and “Excellent.” At the end of the video,

she provided one student with extra time and aid on his test.

There were a few students in this class, around five students. The tables were in front of

the class. They were arranged in a way where the students can properly view the teacher and the

board and vice versa. The students were close to each other so that they can provide support and

study individually. The teacher has space to move around and move forward to assist the

students.
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The teacher had calm and steady classroom management because the students in the video

were well behaved. They did not disturb the class or cause over the top ruckus to the teacher. The

students were doing the work and listening to the instructor.

Similar to many other students, they appeared to be either struggling or acing the

lesson/assignment. Some students appeared and answered with smiles, and other students had

frowns upon their faces. They appear accepting of the teacher and eager for her assistance.

There was no assisted technology such as smartboards, Elmo’s, projectors, or other

technology. The video was produced in 2012, where technology was barely introduced to a few

selected schools or classrooms. The teacher, however, displayed homemade whiteboards for

students to use. She also offered small circular objects for use to solve mathematical equations.

The video showcased one-on-one assistance from student to teacher. Mostly students

solved the equation(s) individually. Nonetheless, there was peer reviewing and discussion on

errors and corrections of their equations. Students assisted other students by presenting their

failures and success.

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Works Cited

“DC Prep - Snapshot of an Elementary Special Education Lesson.” YouTube, 8 Nov

2012. https://youtu.be/9lHF1QNzIY8

Meier, Kelly S. “The Responsibilities of an Intervention Teacher.” Chron.com, 1 July

2018, work.chron.com/responsibilities-intervention-teacher-7660.html.