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I had the chance to spend the day with eight awesome students, each with their own unique personalities. The students I observed had neurological/developmental disabilities, learning disabilities, and emotional and behavioral struggles. It was eye-opening to see how each student interacted with the world. For example, one student, L, a student with autism/oppositional defiant disorder resisted directions at times and had a hard time staying on task. He had a few outbursts. Music/rapping was his way of expressing himself. Music was a powerful tool in the classroom. Another autistic student, S, preferred sitting alone in his pod corner with headphones not engaging much with the classroom. S was very shy and quiet and sweet.

N, was also autistic and wanted a lot of physical affection. He loved hugs and kisses. He showed a lot of frustration which led him to curse outbursts. Another student, I, who was also autistic showed sensory behaviors, pacing back and forth adjusting his clothing and lifting his shirt as if it made him uncomfortable. He liked to lift his shirt up and have someone scratch his tummy. I was a sweetie and we had many giggles.

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1. Visual Support and Picture Cards:

The teacher used pictures, flash cards, and visual cues (safety rules, calendar days, weather, and emotions)

to help students understand expectations and express themselves.  For example, when asking about how they were feeling, the teacher offered visual options for students to point or choose from, rather than depending only on verbal responses. Most of the students pointed to the pictures and a couple of students gave verbal responses. I could tell the support was consistent and this was part of a regular routine.

2. Safe Body, Safe Hands, Safe Feet Behavior Teaching. Repetition and Reinforcement:

Safety was a major area of focus. During class, the teacher reinforced expectations inside and outside of the classroom. (Most of the students would sit and then stand and then walk around.) For example walking instead of running, using appropriate voice levels, keeping hands and feet to yourself. The paras also spoke to the students about safety if they tried to harm themselves; making sure they had a safe body, safe hands, safe feet. This was practiced throughout the hours I observed through repetition and visual reminders. This was effective because I noticed that a couple of students would sort of stop and adjust their behavior.

3. Individual Interaction

Each student engaged individually. The teacher approached each student with a card (safety rule, emotion, calendar question from videos they had played prior to.) She gave the students time to respond and validated their efforts regardless of how they communicated. This was very effective because it helped with the student's pace and form of communication.

4. Hands-on Activities

Instruction included hands-on learning using cards, chips, and marbles. Students counted, sorted, or grouped items by color, number, either verbally or nonverbally. This was very interesting to me. The students were quick! This was effective because these activities involved touch, sight, and movement. The students were also enjoying it.

5. Emotional Learning

The teacher talked about some scenarios (whiteboard and learning cards) like being patient at a grocery store, spilling a drink by accident or feeling frustrated when things do not go the way they want. They connected these to social rules and expectations. “It is okay to spill.... we can clean it up." "I cannot do something now, maybe later.” These real-life examples will help students understand and make them easier to relate to. This will also help the students understand that mistakes and changes are normal.

6. Movement/Music and Engagement

Calendar time included songs on the white board, student dancing, and participation. The students used scarves when dancing in music class and this helped engage students neurologically and emotionally. Music class was a rough start, but the rhythm helped a couple of students make connections. Although some students struggled with sensory processing, they calmed down after a bit. I noticed T rocking back and forth and took turns playing the drums with another student.

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Even though I was only there for a short time, I felt a connection with the students. It made me think about the power of relationships in education. During the hours I spent in the classroom, I noticed almost all of the students trying to hurt themselves. These were hard moments to see because it was clear they were communicating in the ways they knew how. The staff showed calmness, empathy and consistency. I learned more in those five hours than I expected. I read each student's IEP the second day. It was meaningful to learn about their triggers, comforts, hobbies, needs, likes, dislikes. A reminder of how important it is to support each student's needs. I left those two days teary-eyed with a stronger interest in special education. I do want to return to Heartspring and observe the younger students.

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I spent time in a self-contained classroom at Heartspring in Wichita, KS. There were eight students in the classroom, ranging from freshman to seniors. I believe L may have been 13-yo. Each student was from a different state. The setting included six paraprofessionals. Each student had consistent guidance and support, and I noticed that not one student was ever left unattended. The classroom was arranged into individual pods, with each student seated at their desk. There were also grouped desks; only one student, T, sat in that area because that is where she chose to sit. A para was assigned to each student for personal space and safety. The classroom was surrounded by soft floor mats. I noticed the mats on the walls, in their pods, on the floor, and sitting up against the walls. One thing that caught my eye was the lighting. The overhead lights were covered with thin drapes. This helped minimize distractions and made it more comfortable for students who are sensitive to the light.