I observed Ms. Sandon’s and Ms. Niliam’s, “Regular ED 1st grade” students with exceptionalities. This “sect” is made up of 6 (eight) 1st graders who are diagnosed with attention deficit disorders and other exceptionalities some are emotionally disturbed due to drug abusing mothers. A few of the students are misdiagnosed or have additional unspecified special needs.
As an alternative to the Stanford 10 they were ordered to test with Ms. Payne and Ms. Rosemary our “in school” specialist for Math and Reading. I, Ms. Reminton, assisted them and the students. I observed the 8 children as they tested for the standard 5 days it took to finish the Stanford 10 test. I even read a portion of the test as a proctor. Each day I spent 2 hours or more observing and assisting the children in their various accommodations such as reading assistance, wait-time, etc. The children work well together while Ms. Payne, the math specialist, and Ms. Rosemary, the reading specialist, work with the whole 1st grade children with IEP’s on their level of accommodations.
The physical organization of the classroom is located on the 3rd floor near a stairwell for easy exit in case of emergency. When you come in the door you immediately encounter one long table and a kidney table located near the rear wall window. The television is located on a cart right diagonally across from the long table. While there are shelve containing math manipulative’s, math charts and strategies flank the walls.
The storage and the sink area for the teachers use are located right to your left as you enter the room. There are black boards across the wall to the right behind the television on the cart.
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...effective articulation in students enabling students to meet high standards constantly preparing to teach to high standards; aligning expectations for and eliminating barriers to student progress; and identify collective strategies that involve improving student. I commit to maintain high quality and individual research which is focused on issues related to disabilities
I chose our teams’ power point presentation on Self-care skills as an artifact. I choose the PowerPoint presentation because without it for the most part I would not have known what to look for while observing the children during my practicum experience. At first I thought of it to be hard to recognize if someone was displaying proper self-care skills then it became apparent what was needed in order to effectively learn and write about during this experience.
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