Ese pp final

Shenandoah Elementary School

Exceptional Student Education (ESE)Taylor BrockIntro to Diversity for Educators

Artifact #1Classroom rules (Words to Live By)

• A place for everything and everything in its place.

• Nothing is particularly hard. If you divide it into small jobs.

• Teachers open the door. You enter by yourself.

• Do unto others as you would have others do unto you.

• Enjoy your own life without comparing it with that of another.

Artifact #2The following artifact was found on Mrs. Asbury’s bulletin board in her classroom. This artifact explains what Exceptional Student Education is, and who is available for ESE classes.

Artifact #3This is an essay written in 1987 by Emily Perl Kingsle, about having a child with a disability. This artifact was posted on Mrs. Asbury’s wall by the door.

Lesson Plan Pt.1This is Mrs. Asbury’s “2nd grade VE Lesson Plan” for the week of April 7th- 11th. Students practiced the “schwa sounds” and abbreviations for words.

Lesson Plan Pt. 2This is Mrs. Asbury’s 3rd grade Intervention/ VE Lesson Plan” for the week of April 7th- 11th. Students practiced the different skills: main idea, finding answers, compare/ contrast, etc.

Group K-3rd Grade

This picture shows the students in kindergarten to third grade learning reading with Mrs. Asbury.

Group 3rd-5th Grade

This picture shows the students in third grade to fifth grade practicing math with Mrs. Asbury’s teachers assistant, Mrs. Waters.

Kindergarten Science Learning

In this picture, the students are sitting on the “ABC mat” learning about the life cycle of a frog.

3-D Shapes

This board explains the difference between a cylinder, cube, sphere, cone, rectangular prism, and a pyramid.

The Life Cycle of A Frog

This was an assignment that the kindergarteners and I worked on. It explains the life cycle of a frog.

1. What exceptionality do the students have? Specific Learning Disabilities (SLD), Other Health Impaired (OHI), Autism Spectrum Disorder (ASD). What grade level and what age are they? Grades 2nd and 3rd in the morning group, but when you stayed all day you saw K-5 grade students.2. What needs do the children seem to have that are unique to this group? All of the students in the class have an IEP (individual education plan) which states specific accommodations are needed for each student to be successful. Common to other children? They all have a general education homeroom and are working on grade level standards toward a regular diploma.

Teacher Interview

What modifications in instructional approach are made? For K and 1st, there instruction is modified to meet their needs – at least a grade level below.  2nd – 5th grades are not receiving modified instruction but rather general education curriculum with accommodations.3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs? We meet at least once a year for an annual review to discuss goals and instructional plan.4. How have you been affected by the education policy directed at children with special needs. ESE students are expected to be in their general education classroom more to gain grade level skills.  This has caused my instruction to either be done within the general education classroom or learn and follow along with the general education curriculum.

Teacher Interview

What modifications has the teacher made in teaching? General education teachers are not modifying but rather allow/make accommodations for the students to the general education curriculum. What do you as a teacher still feel is needed? Unfortunately the curriculum schedule moves so quickly in order to cover all the subjects prior to being tested.5. What type of assistive technology do you use to accommodate the special needs of your students? I use visual clues on the screen, we watch videos or read aloud, and students have computer rotation everyday with planned programs to increase reading and math.

Teacher Interview

Observation Hours Verification Form