Student A

Student A is a third grader diagnosed with Autism. Student A receives some sort of special

education support in most school instruction. He receives speech/language therapy and a bit of

occupational therapy. Some accommodations/modifications this student receives are checking

for understanding by having him repeat directions back, flexible schedules, modified

assignments with repetition, reduction of visuals on a page, small group/one-to-one testing,

visual/auditory aids and manipulatives, and a visual schedule.

In the music classroom, Student A does not come with an aide of any sort. He sits towards the

front of the classroom (per our seating chart), so that he can have an easier time focusing and

have teacher’s help if he needs it. Upon observing this student in the music classroom, he

sometimes gets off-task and isn’t paying attention, but with a few gentle reminders and

repetition of instruction, joins the class again. He also seems to enjoy and show interest in all of

the activities in class. I had the opportunity to get a closer look at this student’s learning

behaviors when leading a small group station. In the station, each student was to create a

rhythm pattern (called out by the teacher) using popsicle sticks and pieces of yarn (for quarter

note ties). I noticed that I would have to ask this student multiple times to complete the activity

and remind him of the rhythm pattern. Once he was back and focused, he completed the

rhythm patterns quickly and with complete accuracy. It was reassuring to see that he was still

understanding and able to apply the content.

Student A brings such joy with him everywhere he goes, spreads love and kindness to everyone,

and he is such a pleasure to have in class.

Student B

Student B is a fifth grade student with Autism. He receives daily social skills instruction, study

and organizational skills instruction, co-teaching in math and reading, and resource (direct

instruction in reading, math and learning strategies). Accommodations/modifications Student B

receives are basic visual supports and access to sensory tools, a break card to request breaks,

repetition of instructions back to teacher, noise canceling headphones, less distracting seating

that allows him to work at his own pace, small group assessments, special education assistance

in gen-ed settings, and visuals for de-escalation strategies.

In the music classroom, Student B is seated towards the front of the classroom in close

proximity to the teacher. He is always engaged in class and participates in class. His enthusiasm

to do well sometimes ends up being disruptive as he increases in volume and energy. He

demonstrates great effort, even if he is not quite understanding of a concept or directions.

Student B shows great care for all of his classmates, but once again, can sometimes lead to

disrupting behavior.

His IEP shows a lot of work towards positive self regulation and coping strategies, and I see his

desire to do well in class and to work against frustration. Last time I had him in class, he made a

point to come up to me, as students were lining up, to ask if he had done a good job in class. I

think this was partially due to the class’s focus that day on participating well, but Student B

wanted to make sure that he was contributing well to this focus.

Student B is a caring and genuine soul and is determined to excel.