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During instruction, groups of the same size do not always work for all students. It is important for teachers to know their students and understand what arrangements different learners respond to best.

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Adaptations are individualized to each student in our classroom. Instructors can be sure that the required adaptations for each student are followed. For example, if James requires a graphic organizer to help him engage in conversation with his peers, the teacher/paraprofessional need to be sure James has that at hand when necessary.

Other examples of adapted materials students are provided with and to be used by the instructor to help students include videos, maps, enhanced texts, etc.

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During instruction, James may feel overwhelmed and be taken into the hallway by the paraprofessional for a break. The student that has a visual impairment will be provided with a copy of the Powerpoint slidess to keep in front of her during instruction as she may not be able to see the board at all times, then she will have them right in front of her to reference. There are just two adaptations seen during instruction for two of the students in the classroom, but there are many more being implemented to make the schoolday more manageable for the students.

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Students are welcome to sit on a bean bag chair in the reading corner where the circle rug and grab a book from the shelves and read with a buddy or on their own. The teacher/paraprofessionals may assist the students in reading if needed. There are also sensory bins in the classroom next to the teacher's desk that students are welcome to grab a bin to take back to their desk and play with during the day.

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One-on-one: Students will work at their tables by themselves on schoolwork when directed.

Small groups: At the small group table, students will work within small groups to do assignments led by the classroom teacher.

Large groups: Most of the time, we will work as a large group when explicit instruction is used by the teacher at the front of the room when using the whiteboard/SMART Board. We also work as a large group when students are seated at the carpet in the front of the room.

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There are 6 student tables in the classroom that seat 2 students at each table. We only have 5 students, so there are 7 extra seats in the classroom. The students all sit at their own designated table during the school day and if they have a paraprofessional assigned to them, he/she sits with them at their table to provide the student support/assistance as needed.

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Instructors/staff members in the classroom

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Instructors/staff members in the classroom

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In our classroom, we have 2 paraprofessionals and 5 students. Two of these students has autism, and of the other three students, one has a visual impairment, down syndrome and a specific learning disability. One of the paraprofessionals is assigned to my student James. She is with him all day long and assists him at all times.

During the school day, the teacher or the paraprofessional will assist James in the instructional activities that align with his daily living and social skills goals. Their role is described in more detail in the "Instruction" section of this assignment.

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James will be given opportunities to practice brushing his teeth at the classroom sink with his designated toothbrush (all students have their own toothbrush) and brushing his hair in the classroom mirror with his hairbrush.

Students will also complete this activity every morning when they first come into the classroom and are observed by the teacher/paraprofessional. Each day, data is written down in their "Daily Living Skills" chart as to how well they performed both tasks.

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1. James will work cooperatively with peers in small group settings (i.e., share materials, allow peers to share different thoughts) 4/5 opportunities to do so.
2. James will complete his personal hygiene routine (i.e., brushing his teeth, combing his hair, putting on deodorant, dressing himself) 4/5 days of the week.

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James will practice his social skills in the classroom on a daily basis while engaging in conversation with his peers in the classroom. He is encouraged to use his Graphic Organizer to help him out.

There will also be practice in peer-to-peer verbal conversational exchanges every morning at the small group table where students can participate in the turn-taking of a conversation with assistance and prompting from the teacher/paraprofessional when needed.

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The disability category I am going to focus on in this assignment is Autism Spectrum Disorder (ASD).