Learning Disabilities and the Classroom Essay

Learning Disabilities and the ClassroomWith every classroom you be fit to see a propelling between educatees and their teacher. It takes a robust teacher to really make everything accessible to all students including student with discipline disabilities. The class that I watched was Christina Hil alikers second grade. The disabilities that were part of this immense dynamic were Downs, Autism, ADHD, auditory processing and demeanor issues that ca engage education difficulties. Within the classroom I was able to see many ways that Ms. Hilliker was maintaining her classroom. For general classroom port she used a stop light method (red, jet plane yellow). Each student had a Popsicle stick with their name for person reprimands.For the students that fork over ADHD or behavior issues on that point is a behavior chart with daily goals, these goals last the week nevertheless are checkered daily for each subject. The student with Downs has a paraprofessional that keeps track o f her daily behavior goals to connect with her IEP. The student with Autism also has a paraprofessional that maintains the guidelines for behaviors for this student. He is also on a behavior intervention plan that allows for him to maintain control of his by allowing him to pick three activities to complete before his break. During my visit I spy that table rooting was strategically placed to help lower train students engage with peers that are at a high learning level. This flora with shoulder partners, face to face and in that location were no more than quartet in a ground so it is non overwhelming for students with the learning disability.I also noniced that she placed the more encouraging and higher level students with O.D. the student with Downs and C.S. the student with Autism. M.M and B.S. both were split between the tables that did non have check bits so Ms. Hilliker was able to monitor their of necessity as she taught. They were both placed facing the board and aw ay from the portal and window to reduce distraction. Ms .Hilliker intend her lesson around the student with the disabilities, during adaptation the teacher made it a point to meet with the red group (below readers) and apologise to them what was expected during this time.This meeting allowed for the students and theparaprofessionals to hear exspectations and allow for the Para have to review the directions for the red group students. C.S. and O.D. both had Ipads that allowed them to defecate independently on Prologo allowing the Paras to work with the other students. Math time was planned around the special education teacher, this was to allow for the students who were in need of change state group to work on the activity to have this and she was then able to monitor the correct use of the math titles. In science there was little planning needed because C.S. and B.S. (B.S. has ADHD as vigorous as behavior problems) were always read a companionable story to fig up them for the openness of science class and the expectations that they were to follow.For purpose of inclusion I did not like the stop light discipline, I felt that it held the students who were already on plans for behavior to too many behavior expectations. This seemed overwhelming for me as a visitor to comprehend so I am sure it was for the students with learning difficulties. I think that the behavior plans that were for the individual students worked well to meet their academic abilities and behavior goals. I would use the stop light for the students that were not on BIPs. During reading I thought that meeting with the red group was great idea because it allows the students to get that one on one time with the teacher in flex group setting and allows for the other students to show license in the classroom. While meeting I thought that the Paras should have been introduced to the directions earlier so they could have in the IPads and scripted down for a check list for B.S and M.M. It wa s nice to see that Ms. Hilliker and Mrs.Mester worked together during math because it seemed that the students really struggled in math and reading and the flex grouping seemed to help. I found it very strange to find out that the student with Downs was not labeled as a learning disability but was put into this category to access what she needed academically. I did not like the fact that due to funding most of the students like this were not on an alternative curriculum in all cases. I would however use Ms. Hillikers seating ideas because it seemed to help B.S. maintain his behavior and compete is work with minimal distractions and M.M. was close to the teacher at all times to crave for clarification. I did notice that M.M. was labeled as auditory processing discommode and there were few accommodations to help this student as an individual. While observance B.S. it was clear that there was the need to havesome type of social skills expectations that should be worked with, this s tudent was very immature and inappropriate at times. M.M. on the other achieve had no social interaction with his classmates unless the teacher indispensable made him do it.I also saw that students that were higher sometimes made B.S. and C.S. get off task when they thought it would be comical for them to get negative oversight from the teacher, this was normally right after the Para or teacher paid one on one attention to these two particular students. It was clear that Ms. Hilliker was familiar with this behavior as well because she was able to stop most of this behavior before it got out of hand and was actually able to address the students that where essentially picking on B.S. and C.S. and explain the bully type behavior that they were displaying towards their classmates. In this one classroom there were many things that jumped out at me perhaps because they looked overwhelming or maybe because they really worked but one thing is for sure and that is it takes everything a teacher has to keep students learning and without the support from her students and Paras Ms. Hillikers class would not run like it does. They are a class community works together to create lifelong learners.