Going into the observation at the high school level, I was intending for a very boring time, due to the fact that I plan on teaching at the elementary level. However, throughout my time observing this Life Skills class I actually fell in love with it. So much so, that if I taught at the high school level I would definitely want to teach this class. At this high school there are two Life Skills classes and they do almost everything together. Through observing these two classes I felt an amazing sense of community and family. The teachers and staff workers who worked with these students were amazing. It was very inspirational to observe and such an honor to meet these students and faculty.
2. What I Observed and Learned
I observed a Life Skills class whose youngest student was 15 years old and the oldest was 22. These students had a range of disabilities, some of which I could not even tell they had one. Upon my arrival, I was greeted by a student who let me into the room. Once I was in the classroom, it felt a little awkward at first since everyone was looking at me. But, not even a minute in and I felt extremely comfortable. I introduced myself to the teacher, and she introduced me to her assistance as well as the teacher for the other life skills class. Now, the students were off to breakfast, so we all went to the cafeteria. The students pretty much sat all together, but you were still able to differentiate between the different social groups. Everyone kept asking why I was there, and some students kept coming up to me saying hi and asking what I was doing. Also eating breakfast with us was the non-verbal students. One of which got upset and began hitting the table repeatedly, then all ...
... middle of paper ...
...re-existing knowledge and collaborate it into a solution and proper method to handle situations.
In this observation, the teacher is dealing with children who are each extremely different. Every student in the room had a different disability. Ms. Stacie had to keep this in mind when teaching them and ensuring that there needs were meet. In the principle of Least Restrictive Environment, “Congress clearly meant to ensure that each student found eligible receive specialized instruction and related services (e.g., speech, physical, or occupational therapy; adapted physical education; counseling; and adaptive equipment or technology) appropriate to his or her individual needs in the most normal setting considered feasible for that student” (page 384). In this classroom, students who did not have the capability to communicate effectively were given devices to do so.
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