Practicum

Direct Contact Activity

 

Observing a Special Education Classroom

 

            Last week I spent several hours observing and participating in a resource classroom for students with special needs.  The instructor provided additional instruction and support to students who are currently enrolled in regular education classes.  The instructor first had the students fill out homework log sheets, which indicate level of completion of assignments from day to day.  As the students were filling out the log sheets, she spoke of the importance of the activity and how it related to being responsible for their choices now and in the future. 

            The instructor used excellent classroom management techniques during the time that she was discussing the log sheets.  One student, who I found out later is a high functioning autistic student, was easily distracted by his computer and notes from a play.  The instructor was able to kindly and yet firmly instruct the student to remain attentive without losing the flow of her thought about the log sheets.  After the sheets were completed, she was able to assess what needs each student had in regards to homework and regular classroom support activities, such as reading chapters aloud to the students.  At this point, the students were instructed to begin whatever individual homework they had and she floated around helping those that needed her input.  At this point, she asked if I would be willing to help with whatever any of the students might need.  I willingly agreed and began to interact with the students.

            I spent time reading out loud to a student and stopping throughout the reading to ask questions regarding comprehension of the materials.  I also spent time doing brief problem solving with students who were confused or just stuck on a particular idea.  This consisted of mostly reframing the information to promote greater understanding.

            After the class, I was able to speak with the instructor and she related a positive outlook on the student’s successful completion of much of their homework.  The structure of the class was beneficial to the needs of this particular group of students.  The level of respect between the instructor and students was evident due to their willingness to remain on task and engage appropriately with each other, the instructor, and myself.

            During my conversation with one of the students about her impression of the usefulness of this class, she was supportive of the structure and the instructor’s ability to meet everyone’s needs to become successful in their regular education classes.  She said that she is not confident of her ability to be successful without the support this class.

            Overall, I was very happy with the teaching and student activities that I experienced and learned from during this direct contact activity.  I learned about how to help students with special needs comprehend materials by presenting it in different ways, i.e. reading aloud, reframing, or graphical representation of ideas.  These skills may benefit my activities as a school counselor interacting with students with special needs in the future.