A Special Education Environment - Essay Example

? OBSERVATION REPORT ON SPECIAL EDUCATION In an effort to enhance equality within the education sector, stakeholders adopt special education techniques in facilitating learning for students with special needs. These educational techniques are meant to help students with varying levels of challenges including physical disabilities, behavioral disorders and communication problems among other challenges. Relevant research findings indicate that these challenges compromise on the intellectual capacity of learners. Consequently, teachers needs to employ special approaches including modified teaching techniques in delivering course content to disabled learners. This essay covers on actual status of a special education environment. It extrapolates on observations made during learning hours within a special needs school. In order to ascertain functionality of theoretical concepts in practical settings, we will relate attributes learned in class with those observed in the field. These will include a description of physical elements of the environment, evaluation on teaching strategies employed by teachers, understanding of daily routine within the school and finally a personal reflection based on observations made within the practical context. Description of Classroom Setting The classroom is located at ground floor level together with the mainstream building, with a specially designed exit and entry doors for wheelchairs. Inside the building, I realized that it was a self-contained room with the washroom situated at the back of the room. With a population of thirteen students, one teacher and two aid workers were ready to address any kind of need required by each student. At all times, the two aids Mrs. Francisco and Mrs. Adams arrive in class on time, actually by 11 AM. The teacher, Mr. Molesan, is tasked with delivering class content to the students, who belonged to 5th and 6th grade. On the other hand, Mrs. Francisco and Mrs. Adams assist the challenged students in pushing their wheel chairs or in managing any difficulty related to their disabilities. In order to minimize disruption and inconvenience created by movements, the students are only pulled out of the classroom when necessary, for example during lunch break. Inside the class are seven learning centers each located at strategic positions. With these centers, students can conveniently move from the computers section to the arts and craft center. All the 13 students in the class have various forms of disabilities which include communication impairment, auditory impairment, mild physical challenges and a few with multiple disabilities. Based on the appearance of the classroom setting, I would say that the school has been successful in achieving the underlying objective of delivering special education. According to Smith and Tyler (2010), locating the classroom together with the mainstream building enhances inclusiveness, thus fostering a sense of acceptance among the handicapped students. In addition, locating different learning centers within a single classroom serves as an indication that teachers are committed towards enhancing learning through special approaches. As if those provisions were not enough, timely availability of the two aid workers indicates commitment towards efficiency in assisting learners with special needs. Physical Environment It is undeniable that learners with special needs require a supportive environment that will increase convenience during learning. Based on my observations, such supportive attributes were installed in various parts of the room. Students using wheelchairs were not required to use staircases but enjoyed gently sloping wheelchair case. Additionally, another physical attribute of the class involved vastness of the working space. A class which on normal occasion could accommodate 40 students only had 13 students. According to Boyle (2009), this enables creation of enough space which would allow special maneuvering of physically handicapped members of the class. Students were also not allowed to sit in tables exceeding five people. As observed, some of these students play a lot during learning hours. In order to reduce disturbance and lack of concentration caused by their playfulness, the teacher and aid workers arrange students in round tables. This minimizes physical contact, thus enhancing attentiveness throughout the lesson. Smith and Tyler (2010) insinuate that appropriate location of essential centers like computers and work boards minimize disturbance associated with shifting learning environments. AT this juncture, I am of the opinion that the physical attributes of the classroom serves the purpose of facilitating learning for the challenged students. Daily Routines and Classroom Management Just like normal learning routines, lessons are divided into 9 sessions comprising of natural sciences and social sciences courses. Mr. Molesan participates almost exclusively in delivering course content to the students, with one of the aid coming in for one general safety precautions. Unlike classrooms for non challenged students, lessons for the special needs students are short with the longest lasting up to 36 minutes. Apart from short lesson periods, the teacher also help students in interpreting stories and narratives learned in class. In addition, kids are encouraged to switch sitting positions after fifteen minutes. After every lesson, the students change learning centers, and correspondingly change their desk mates. Finally, all students are dressed in clean school uniform. All the practices employed in designing learning routines and managing classroom sessions are meant to address special needs of students. Based on my observation, I noted that some students tend to be more playful when allowed to share the same table. Consequently, they may not be able to learn objectively since playfulness compromise on their full attention. As a result, changing sitting positions after fifteen minutes reduces effects associated with lack of concentration by playful desk mates. Short lesson hours works against buildup of monotony and boredom in class. Smith and Tyler (2010) agrees that during delivery of course content, interpreting stories for students ensures equitable availability of information to students with varying level of special needs. With respect to ensuring uniform dressing during classroom, similar clothing helps in building teamwork attitudes and cooperativeness among students. Teachers’ Techniques Teaching students with special needs could prove challenging and requires employment of specially designed approaches. One of such techniques includes use of direct and explicit instructional methods. With respect to my observation, Mr. Molesan would read the entire narrative story to students after which students would read the same story back. In addition, the teacher allowed students to read course content slowly, and eventually ask direct and simplified questions to each one of them. According to Smith and Tyler (2010), this direct and explicit method ensures that students grasp the underlying concept with ease. Another technique observed within the visit is the hands-on-activity approach. On one occasion, I observed students reading the narrative slowly while pointing at each word with their fingers. Boyle (2009) says that this technique of pointing words with fingers enables students with attention deficit disorders to follow lines within the narrative without deviating to other distractive stimuli. Apart from reading written books, students also enjoy the use of centers like art and craft and smart board sections. These centers facilitate practical learning by allowing students to use their hands and tangible objects in internalizing concepts learned through theoretical approaches. The third technique featuring within the observations involve use of varied assessment methods and provision of personalized feedback. On one occasion, a girl read a story after which the teacher asked her to write a summary of the beginning and ending of the narrative. In addition, the teacher is quick to praise students for every commendable achievement realized. These personalized assessment and feedback responses enhance self-esteem of students; hence motivating them towards undertaking further earning activities. Challenges for Special Education Teachers Among the challenges faced by teachers employed within the special education sector include need of diversified skills, extra workloads and the right attitudes towards disabled students. According to Smith and Tyler (2010), teachers administering learning programs within a special needs classroom must be conversant with different types of physical and emotional challenges affecting students. In addition, teachers should be knowledgeable on how to address these various disabilities. Unlike normal teaching, special education teachers are involved in attending to all special needs of his or her students. In this case, attending to all the needs leave teachers with little time for personal activities. Based on extra workload and need of diverse skills, individuals involved in tutoring special needs learners may be forced to develop attitudes of patience and understanding, which might not be their congenital qualities. Conclusion and Personal Reflection Despite presence of challenges, I learned that special needs teachers are inspired by various aspects. One inspiring thing about special needs teachers is the ability to form constructive relationship with students. Special needs teachers participate in shaping lives of these disabled students, thus plays the role of mentors in their development. Secondly, delivering special education qualifies as a meaningful work since it involves making a significant difference in an individual’s life. Finally, financial rewards involved inspire individuals to stick within the special education sector. According to Boyle (2009), these teachers receive hefty salaries and additional monetary compensations in form of grants; hence making special education a financially rewarding career. After acknowledging both the challenges and inspiring attributes, I feel that I can make a good and committed special education teacher. Reference List Boyle, J. (2009). Methods and Strategies for Teaching Students with Mild Disabilities. A Case-Based Approach. Harrisburg: Cengage Learning. Smith, D. D., & Tyler, C. N. (2010). Introduction to Special Education: Making a Difference. (7th ed.). New York: Prentice Hall PTR. Read More