Field Experience 2 Eed222

Field Experience #2
EED222
Title: Innovation in Teaching Competition: Jamie McFarland from Rock Springs Elementary
School, Day 2. Time: 29:04 minutes
Special Education Teacher: Jamie McFarland
1) Additional support in the classroom, if any?
 3 Paraprofessionals
2) Services provided for in school support with a Least Restrictive Environment; Self-
Contained, Students are thought by a special education teacher with special education
student only.
3) Classroom setting is a special education unit targets both IEP goals and adapted academic
standards for Kindergarten to 2nd grade students with severe and profound disabilities.
Students engage in interactive activities around the theme of fall and apples, including
story boxes, cooking, science experiments, and a culminating in-school field trip to an
apple orchard. Throughout the unit, students practice communication skills and fine and
gross motor skills, while learning prerequisite skills for English Language Arts,
mathematics, science, and social studies standards.
4) What types of activities were used to support student’s goals?
 With prompting and support, ask and answer questions about key details in a text.
 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
 Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
 Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching and counting strategies.
 Hand over hand support, encouragement, visual cues, and reminders.
5) What was the outcome from the teacher’s lesson?

The children all participated in the activities to enhance their learning development in
language, math, communication, fine motor skills, gross motor skills and participation.
Paraprofessional assisted by providing support for the children who needed guidance in
reaching out for objects, moving their body, and using their vocabulary skills. In addition,
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students are encouraged to participate whether it was by gestures, hand over hand, or using
audio technology.
6) How often are the services provided?
Students attend school daily in a self-contained learning environment with additional
paraprofessionals to assist in the student’s developmental needs.
SPE 551 Observation 1 and SPE 551 Observation 2
1) How many additional teachers/specialists are supporting the child?
 Collaborative lesson taught by a general education teacher and a special education

teacher. The teachers in this lesson use the co-teaching strategy one teaching, one
assisting.
2) What services are being provided?

 Speech/language skills
3) What is the classroom setting for the child like?

The teacher works with a group of 20 students with children with disability in a general
classroom setting. The children participate in a group conversation during their lesson on literacy
development skills. During this time, the Special education teacher is shadowing the teacher and guiding
her through some of the lesson and encourages the child she is working with to interact. As the teacher
talks about the words she is presenting, she has the children repeat. She then praises the children.
4) What is the goal/activities presented to help develop the skills needed for the child?
 Speech/language
 Participation
5) What was the outcome of the lesson(s)?

 Child participated in using vocabular/speech.
 Stayed engaged.
6) How often are the services provided?

 Child is assisted throughout her group activities.
Total time: 24:21 minutes

Total Time: 28:05 minutes
Field Experience #2
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Reflection:
Special education law mandates that children with disabilities be offered free appropriate
public education. Under federal policy, schools are responsible for identifying children with
disabilities that adversely affect their educational performance and providing services to these
students to allow them to learn and thrive in school.
The importance of providing special education for students in need is curtail in our school
system. However, some student may not be qualified for certain special education service, there
is a solution to provide related services. Therefore, as teachers gain knowledge of what is
available for their students; using assessments, developing IFSP, IEP, and Section 504 plan, it
gives the families and children a chance to be successful.
The Special Education classes are transitioning into study skills classes so the teacher can
provide additional help and support for the student to succeed in the regular class environment
(LRE). The level of support is directly related to two factors: 1) What the student needs to be
successful. 2) What the teacher needs to help the student succeed. So, the support provided by the
teacher may be provided daily in the regular education classroom, in the form of helping the
student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the
form of weekly program checks with the regular education teacher, modifying and/or adopting
curriculum, or teachers meeting informally to talk.
As mandated by the Individuals with Disabilities Education Act (IDEA), provides
accommodations, and supports for students identified with disabilities to help them function in
public school settings and fully access education. Accommodations under an IEP are established
to adapt the classroom setting and schoolwork to the child’s specific disability. Classroom
accommodations may include strategies such as preferred seating, extended time on tests or
Field Experience #2
EED222
assignments, or presentation of class materials in alternative formats. These provisions, based on
the individual needs of students with disabilities, help children fully access their education with
special learning needs. Teacher’s knowledge of the students educational needs should effectively
instruct students in special education, and to make correct declassification decisions.

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Field Experience #2

4) What types of activities were used to support student’s goals?

 Hand over hand support, encouragement, visual cues, and reminders.

5) What was the outcome from the teacher’s lesson?

SPE 551 Observation 1 and SPE 551 Observation 2

1) How many additional teachers/specialists are supporting the child?

 Collaborative lesson taught by a general education teacher and a special education

2) What services are being provided?

3) What is the classroom setting for the child like?

5) What was the outcome of the lesson(s)?

6) How often are the services provided?

Total time: 24:21 minutes

students to allow them to learn and thrive in school.

is a solution to provide related services. Therefore, as teachers gain knowledge of what is

gives the families and children a chance to be successful.

curriculum, or teachers meeting informally to talk.

As mandated by the Individuals with Disabilities Education Act (IDEA), provides

assignments, or presentation of class materials in alternative formats. These provisions, based on

instruct students in special education, and to make correct declassification decisions.

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