Observing inclusion students in general classes

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The observation is about to have data gaining about one pupils as she was learning at general education classroom ( after this will indicate as inclusive class ). Observation were include review the class session in term of method of teaching and effectiveness to client functioning in class despite of academic performance. The client involvement in class session also been assess either been assertive or not.

OBJECTIVES:

Upon completing this program on the target individual which is children with special needs, we will be able to:

1. Recognize any problem or barriers that child face during class session.

2. Identify class management by teacher and how the teacher identifies child needs and how the teacher handles the child in integrating her to whole class members.

3. See the behavior pattern of child towards learning.

4. Observe the class culturally responsive and level of acceptances toward child with special needs.

5. To have safe and meaningful interviews with child in order to clarify problem that the child face either in academic performance or as a whole ( daily living )

6. To gain proper data to have plan accommodation plan for the class teacher take in consideration about the child level of performance and how to properly help the child in class activity and academic measured.

PROCEDURES:

1. Appointment were set with 5 za'aba teacher to have visit to 5 za'aba class at 25/03/10.

2. Therapist then have visited 5 za'aba class by 01 April 2010. During the class session therapist has get teachers concern to have evaluation for her class. The class session is English class from 9.15 to 10.15 am.

3. Along the class session, therapist have their evaluation toward class session and at the same time complete selected assessment form.

4. At the end of class session, therapist has brief discussion with the English class session about the class management and the child performance in class. Therapist also has evaluated child performance trough class work speciously written work, and performance level.

5. After the class session, therapist has got the right to have the child to mini OT room for further evaluation. The child and her best friend were invited to have interviewing session.

6. Data gaining trough the session then were documented and discussed with the class teacher. Therapist also makes suggestion as well as accommodation that the teacher can have to take into consideration.

COMMENTS / FEEDBACK:

1. This activity enables child with special needs to participate as personally achievement and within class member group. The more important is to provide class that can keep safe environment and being culturally responsive in order to enhance child strength and performance in academic as well as non academic achievement as other child.

2. According to the class teacher, this child has no problem in class despite of her physical capabilities that make the child unable to participate in various physical activities. While for academic performance, the child is one of the most excellent students in the class.

3. During the class observation, the English teacher has well in teaching quality and able to manage the class and all pupils give fully participation. No bias or too much concerning about the child during teaching. The teacher able to handle the class appropriately and built responsive culture.

4. The child also very assertive during the class session. Peers helping also been identified as well as no stigma were observed from other members in the class

5. The child was comfortable in the class as can get easily with peers and teacher within 3 months she got schooling here.

6. But some of her peers seem have take advantage toward her which is copying her work as the child is excellent in academic.

7. For further concern, the child may able to enter more high level class as she performs above her peers in the class. But the main thing is to continually restore self esteem and motivation as well as psychosocial readiness to have the goal.

8. The child have motivation and willing to joined physical activities at school, so the teacher can have her joined for physical activity and provide opportunities to have the child create talented in activity to have the child experience the quality of life as other children.

CONCLUSION:

Trough observation and detail assessment that have been conduct, the child were independent in various level of performance at school including participation in school program and activity except for physical constraint activity, task support at school, major task in physical task activity performance, independent in cognitive / behavioral task which in consideration of several adaptation made.

Note; for detail of assessment , please refer to attachment.

LEARNING-PROBLEMS CLASSES ( 1 FANSURI )

REPORT ON POOR LEARNING CLASS

BACKGROUND:

TITLE : Visiting and having class observation for1 Fansuri class.

DATE : 2 April 2010.

TIME : School session.

LOCATION : 1 Fansuri Class

SESSION OBSERVED : Mathematic class.

CONCERN ON : Observation of class session in order to identify any pupils that having deficit performance in learning.

INTRODUCTION:

The observation is about to have data gaining about identifying pupils that suspected having learning difficulties to enable the child following class session. Observation was including review the class session in term of method of teaching and effectiveness to child functioning in class. The child involvement in class session also been assess either been assertive or not as well as any behavior problem that hard to been conduct by teacher.

OBJECTIVES:

Upon completing this program, the main goal is to have identifying child that has prone to learning difficulties characteristic:

7. Recognize any problem or barriers that child face which limited their assertiveness during class session.

8. Identify class management by teacher and how the teacher conducts the children as a whole and individual focusing in teaching.

9. See the behavior pattern of child towards learning.

10. To have initiated proper plan if the suspected child needed to been further investigated thoroughly or only recommended accommodation to been implemented in class.

11. To gain proper data to have plan accommodation plan for the class teacher take in consideration about the child level of performance and how to properly help the child in class activity and academic measured.

PROCEDURES:

1. Appointment was set with 1 Fansuri class teacher to have visit to 1 Fansuri class at 26/03/10.

2. Therapist then has visited 1 Fansuri class by 02 April 2010. During the class session therapist has get teachers concern to have evaluation for her class. The class session is English class from 9.15 to 10.15 am.

3. Along the class session, therapist has their evaluation toward class session and at the same time complete selected assessment form.

4. At the end of class session, therapist has brief discussion with the Math class session about the class management and has ideation toward child on teacher perspectives. Therapist also has evaluated child performance trough class work speciously written work, and performance level.

5. Data gaining trough the session then were documented and discussed with the class teacher. Therapist also makes suggestion as well as accommodation that the teacher can have to take into consideration.

COMMENTS / FEEDBACK:

1. This activity is to identify any child that prone to have poor leaning skill that affect the child gain benefit from the class session. This is important to have the child as well as all the class member can keep safe environment and being culturally responsive in order to enhance child strength and performance in academic as well as non academic achievement as other child.

2. According to the class teacher, this 2 child are suspected poor achievement in education and less performance in school activity.

Issue Detected problem Suggestion

Detected deficit performance in term of learning problem Poor performance at class activity such as completing homework as additional task such as using stationary tool and complementary task

Tend to have deficit in attention during class as been teased by peers that make the child loss focus and unmotivated to follow class session

Unable to follow class session and always fall back rather than others.

Lack of assertiveness, easily get tantrum as been teased by friend. To have more refine instruction

1. Promote effective completion of homework or class activity worksheet.

- define teaching goals clearly; each description must follow by simple example.

- offer rationale for completing the task

- clear, concise and step by step direction. Each direction must given in 3 step within one time, both orally and in printed word.

- have the student grasp first what to learned and review what the task need for.

- all material needed to be listed, have simple checklist to the child follow and remembering what he brought to school and what he needed to have for next class.

- state time properly for each activity, help child gauge and manage their time.

- In order to have check work book, explain how the written work been evaluated and provide checklist to easier for child understanding.

2. Structure for on task-behavior

- Assign classmate to help child stay on task. The classmate may be change for 1 week period.

- Arrange more frequent and short study periods.

3. Support self-management skills

- have the child evaluate their own work.

- teach child technique such as highlighting or simplification of study skill than elaborate to the child that the skill is special to his only.

Detected deficit performance in term of behavior Child easily distracted by environment stimuli that affect the child attention and concentration in class.

Some children tend to have teased their friend and become uncontrolled.

Student too much dependent on teacher and unable to have self regulate ( frequent ask for confirmation and attention seeking )

Impulsiveness and unable to have waiting for turn. Consideration to have structured the class culture

1) Managing physical environment

- keep loud noise and distraction to a minimum.

- dismiss students in small group

2) Preventing problem behaviors

- have comprehensive behavior management plan ( set proper plan with short term, intermediate term and long term goal )

- reviewing classroom rule

- provide frequent feedback

- introduce new activities and schedule incrementally

- warn students of approaching transition to new activity

3) Intervening for problem behavior

- stand close to the student but not too much focus on child ( diverse focus )

- avoid drawing attention to the child behavior

- provide alternative ( let the impulsive child letting at least 3 other student ask to teacher )

CONCLUSION

Trough observation and detail assessment that have been conduct, the child for current observation was have problem being assertive in class session as important to have the child gain benefit in class session. For now consideration, better plan of accommodation should be plan and implemented and reassess frequently to determine any progress made. At the same time, further investigation have to considered in various level of performance at school including participation in school program , major task in physical task activity performance, independent in cognitive / behavioral task to enable observing the children as a whole.

There is no need to have further investigation or needed to in conjunction with special education concern as finding regards that culturally response in class still need to improve as well as proper design of instruction can be improved by teacher to enable the learning problem prone student have benefit from class session.

Note; for detail of assessment , please refer to attachment.

END OF REPORT

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