Classroom Simulation
Setting up the classroom
Setting up the classroom will begin with a proper review of each childs IEP, together with detailed attention to the childrens goals, accommodation, exceptionalities, and provisions. The goals would provide knowledge if there is a need to collect data; a provision will identify students who require special needs. In contrast, accommodation will enable the evaluation of students who may need preferential seating. (Knight, 199)
In Checking up room arrangements to cater to the childs needs that use the wheelchair, spacing between desks and tables will be enhanced to create more space to allow the child on the wheelchair to move around freely. (Russomano, 2017) The child with the hearing impairment will also be given the seat next to the instructor. Also, the child with high-functioning autism will need to have visual pictures in the room to enable them to learn faster with much ease. The visuals will also play various daily programs and schedules. Written instructions will also be hanged on classroom walls. The room layout will accommodate various spaces for groups and individual activities to cater to the children with a sensory processing disorder. The lighting of the room will both be incandescent and natural with varying levels of intensity and heights. The room will also contain chairs and floor seating with varying textures and heights. Besides, there will be slant cushions and ball chairs to serve as alternative seating and create awareness of the adjacent environmental smells and sounds. (Knight, 199)
On the other hand, considering the child with down syndromes needs, supplementary charts, classroom handouts, and spatial organizers will be available in the room. Equally, some childrens educational needs will be achieved through class accommodations that the general teachers will typically avail. Besides, accommodation will not involve modifying material content; instead, it allows the children to learn to work best around their impairments, reducing the possibility of significant disability. (Russomano, 2017) Moreover, accommodation will also involve preferential seating, extended time for tests, and reminders for breaks for sensory needs. (Knight, 199)
Plan/schedule of the day
7:45-8:00 am: Arrive in school before the children and carry out the final bits of preparation of my days work and look at the emails and messages from the parents, other teachers, and administration.
8:00-8:30 am The bell rings, and I get to confirm if my children are already in. check up on other teachers, take tea and assist with any arising issue that may need my attention. For instance, walk some children to class. (Russomano, 2017)
8:30-9:10 am: Attend to children with the unique needs required to help them with their morning routines to settle up. I will also provide the children with a sensory break within the resource room and provide targeted solutions to handle social and emotional behaviors.
9:10-9:45 am: Assisting in the literacy block center. We usually collaborate with the grade one teacher, share resources, have open discussions, and support each other.
9:45-10:00 am Grouping the children to learn together as I provide individualized attention to each child. Today, we learn to arrange different letters and figures to form a word and a diagram, respectively.
10:00-10:30 am: Taking the children to the tea room and help them take some snacks. They are guiding some of them through as other teachers help in walking others to the tea room.
10:30-11:00 am: Allowing the children to have a sleep and rest for thirty minutes. At this particular time, I will engage other teachers on the subsequent activities and plan for the following days activity plan. (Russomano, 2017)
11:00-11:30 am: After the rest, I will lead the children to the playground where children...
…have to understand the fact that some parents may feel like no one appreciates the importance of their children due to their challenges; therefore, I will communicate to the parents in a manner that indicates total respect and value to their children also considering some may be stressed up due to tedious requirement of the children. As a result, I will refrain from any form of blame game considering that the children are under special education services because they are challenged in a way or the other. Finally, I will make the first phone call with each parent very positive and tender loving care to create a good rapport. (Graham-Clay, 2005)How to Collaborate with the other adults in the room
Collaboration refers to working jointly with colleagues, sharing goal-setting, solving problems, willingly cooperating, and achieving goals. Therefore, I will enhance co-teaching, professionals meetings, and informal meetings to develop effective special education services to achieve the childrens needs. Such collaborative efforts will also be extended to parents, guardians, families, and siblings during regular parent conferences or daily communication with parents concerning childrens progress. (Florian, 2008)
How to Balance roles as the special education teacher with a need to be a fully immersed co-teacher for all children in the classroom?
One, I will create a mutual relationship with my partners and agree on who does what kind of activity at a particular time. With clearly stated responsibilities and roles, I would balance working as a special education teacher and as a co-teacher. To make this more efficient, we shall agree with the colleagues grading system, homework and classwork policies, classroom procedures and remain a united front throughout. Besides, I will involve my colleagues to plan together as a team on how to utilize each other best. Failure to plan together may result in territorialism and lack…
References
Clough, P., & Lindsay, G. (2003). Integration and the support service: Changing roles in special education. Routledge.
Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208.
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129.
Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for learning, 14(1), 3-7.
Murawski, W. W., & Lochner, W. W. (2011). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174-183.
Russomano, A. (2017). The Effectiveness of Professional Development for General Education and Special Education teachers in a Co-Teaching Setting (Doctoral dissertation, Caldwell College).
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Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
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Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
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