General Information
The observation took place on 03/06/2012 at the Whitfield county school in Dalton for 3 hrs. The address was 6476 and the phone number (212) 401-61-81. The children are autistic and with an inclusive individualized education program. The class consists of twelve students with two autistic and with a teacher student ratio of twelve to one. The student’s ages varied from nine to eleven years. The classroom is well arranged with the Paraprofessional`s desk right next to the two autistic kid which seemed intentional,. (Lessey, 2004).
Physical Setting
The room arrangement is relatively clumsy though one can observe that there had been a previous arrangement. I observed that the paraprofessional’s desk is placed at the periphery in close proximity to the three children. This appeared to me as an intentional arrangement (Lessey, 2004). Charles an autistic student tries to stand up but the teacher request him to sit which he does.
Specific Lessons and Activities
A math class was in progress as the children had cubes, which they were arranging on their desks. I later came to learn that it was an art class where the students had been required to build and design houses that they wished to live in. the students did this with much pleasure. (Lessey, 2004)
Special Learning Programs
The school follows the ANCA program that has been recommended by the Department of Education and By the Marcus Autism Center in Georgia. After teaching a new thing the teacher tried to emphasize it to the autistic students.
Classroom Management
Jackson, one of the two was led out by the paraprofessional for his assessment examination in the psychologist’s office. I observed that during assessment the autistic children were handled separately and individually. This would be a disadvantage as the teacher was left to handle any upcoming issue in addition to the other student when the paraprofessional was out.
Children’s Behaviors
In the entire period, Charles the kid who had ignored the reading directives during the reading lesson had been making some drawings on the desk while making some moaning and squeaking noises. It was fairly hard as the teacher tried to convince him to read but he just made lots of squeaking noise.
Special Techniques
No special techniques were observed other than the teacher had to be extra nice and smile whenever she associated with the autistic students. ( Stainback, S., & Stainback, W. 1996).
Special Equipment
No special equipment was present. A mark pen and paper was always placed in closed proximity to the children which they would use to try and describe what they wanted at times. (Lessey, 2004)
Feeding and Toileting
Charles starts to groan and cry. Teacher walks and asks him what he needed. (Stainback, S., & Stainback, W. 1996). He then draws out his lunch box and lays on the table, and teachers asks if he was hungry. Charles started nodding, and he gets up and walks to wash his hands in the sink area. Wipes his hands with a napkin and throws it in the trashcan.
Naturalistic observation of Charles
11:30 Teacher walks over to Charles and asks him to identify anything on the wall chart. He totally ignores her.
11:31 Charles draws the book placed in his bag by the teacher and throws it on the floor.
11:32 starts to cry as he scratches his head.
11:33 Teacher rubs him on his back. Charles stops crying and picks the book.
11:34 As the teacher walks away he starts to groan.
11:35 Teacher walks back then Charles draws out his lunch box and lays on the table.
11:36 Teacher asks him if he hungry and he nods excitedly.
11:37 He gets up and walks to wash his hands in the sink area.
11:39 He sits and gives the teacher a biscuit and smiles at her, then hands his bottle of yogurt to one of his classmates, which he pretends to sip
11:40 Takes the yogurt from the other kid and gulps it as he stuffs pieces of his doughnut in his mouth.
Interview with staff member- Ms Tammy-teacher
What do you see as the most important goals for these children?
How are the programs planned for the children with special needs?
The school follows the ANCA program recommended by the Department of Education and by the Marcus Autism Center in Georgia.
What are the rewards and the frustrations of your job?
The reward is to see a child work individually and is aware of his abilities. Some of the challenges faced include the difficult parents who do not know how to assist these children as they expect.
If you were to change the program in any way, what would be on your list?
A more detailed and regular approach to the assessment language and social skills for the children should be adapted.
Has full inclusion affected your class?
Very slightly as interruptions are dealt with properly.
What are the pros and cons of IEPs?
It has enabled the students not to feel excluded or special, which may deter their development and learning process. The IEP is effective in assessing the children’s development progress.
What happens if the child is not willing to cooperate?
The paraprofessional takes control of the situation in most cases.
What are the children’s attitudes towards the kids with special needs?
There is a positive attitude developed towards the kids. They have accepted the three special kids.
How do you deal with difficult parent?
They are taken in for forums and seminars to be advised by professionals on how to handle their kids.
Are there cases of dropouts by the kids with disabilities?
Rarely would u hear of any dropout from these kids.
Conclusion
Describe your impressions and feelings.
The inclusion program enables the children with autism to associate with the other children. The program encourages the integration of children with the class program. The paraprofessional’s role was rather subtle since he sat at his desk. His presence in the room must have come as a mandatory requirement. This is due to teaching and assistance during the entire period. The inclusion program is a sure show that children with disabilities can indeed learn under the normal education system. The inclusion program ensures that the special needs children feel needed not just receive help from sympathizers (Stainback & Stainback, 1996).
The paraprofessional’s presence in the class was majorly to assist the children with disability. The paraprofessional was at hand to assist the teacher in the event that any of the children became unruly. The paraprofessional should in my opinion, not merely provide assistive services to the children. Her position could be utilized to promote effective interaction and integration of the IEP program with the other children’s program. The evaluation period of the autistic children such as that conducted for Jackson should not be seen to interrupt the normal schedule. The evaluation session should be at time when the children are out for recess, or after class. This would help the special need children feel that they are a part of the system and the class session is as vital to them and other children. This integration and full treatment of the autistic child as a normal kid is likely to cause the children learn well (Stainback & Stainback, 1996).
Would you want to work here? Why/why not?
I would consider working at the institution. I would love to be part of the great course of helping the young autistic kids discover their talents and abilities despite their uniqueness. Training is needed for teachers involved in inclusion programs. This is to ensure that the teachers go about their work with the heart to help these children acquire great social and communication skills. As I have associated with special needs children and understood their needs, I believe I would consider myself as a teacher of the autistic children in the Whitefield county school (Stainback & Stainback, 1996).
Question three: If you had a child with special needs would you feel comfortable having them placed here? Why or why not?
If I were a parent with an autistic child, I would definitely consider Whitfield county school as the place to take my child. This is because the school would provide enabling conditions for the child growth. The school takes care of the parents needs and understands their worry. The presence of the paraprofessional in the classroom also acts as a surety that the child would be receiving adequate care. The role of the paraprofessional is to enhance the child’s learning experience. Thus, as a parent I would have my child study in the institution knowing that he or she would receive the needed attention and care (Stainback & Stainback, 1996).
What have you learned that you did not know prior to conducting this observation or taking this class.
My greatest lesson is that children with special needs can learn in the normal education system. The inclusion program is very efficient and the results are splendid (Lessey, 2004). I never imagined that autistic children could learn so quickly when placed in such a setting. The inclusion program provides the autistic children with the feeling of equality, which is a necessity for the development of good social skills (Stainback & stainback, 1996). The inclusion program is indicative that disability should not be the basis of disqualifying a child from a normal education system (Lessey, 2004).
References
Lessey, C. (2004). Special needs: An interactive Guide to life in the NCIU. Colorado: Outskirts Press Inc.
Stainback, S, & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore: Brookes Publishing.
