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For my observation, I observed in a Preschool Special Education classroom that I para in. However, I took the time to really take a step back and focus on observing rather than just following the motions of my every day schedule. The morning class has 6 children, ages 3-5, and the afternoon class has 9 children, ages 4-5. I observed at Munson Primary school located in Mulvane, Kansas. The classroom is very big and very colorful. There is a carpet area, a kitchen area, and multiple shelves filled with interactive learning toys, and some extra fun toys that the children really enjoy.

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In the classroom I was in, there are multiple different types of learners that identify as special needs. In the classroom there is a 50/50 special needs to peer ratio. The special needs that I observed in the morning were speech issues, gross motor development issues, and deafness/hard of hearing. In the afternoon class, I observed a little girl who was in an accident and has a prosthetic leg and what we call a "nub" for one of her arms. I also observed students who have speech and behavioral issues as well. The last two that I observed both are diagnosed with autism, one being completely nonverbal that uses an iPad device to communicate, and one being preverbal who uses a pet book to communicate.

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Learning Strategies for Speech Students 

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Learning Strategies for Speech Students 

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Some learning strategies for the students I observed who have speech set backs included being aware of how you talk around them, and always using correct speech. Another I observed was that when they do say a word, syllable, or sound wrong, teachers correct them until they can say it right. These students also leave the classroom to go to with a speech pathologist for a certain amount of time to work more!

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Learning Strategies for Deaf and Motor Challenged Students 

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Learning Strategies for Deaf and Motor Challenged Students 

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I really enjoyed observing the student who was deaf and getting to see how her little mind comprehends things. A strategy I saw most often to help with her learning is making sure the teacher is close to her and that she can see the teachers mouth. She has hearing aids, and teachers plan to get a device that connects her hearing aids to a microphone that teachers wear to further help her. For the gross motor students and the little girl with a prosthetic, teachers really just help them physically, while also challenging them to help them grow. They also leave the classroom with a physical therapist to further their growth.

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Learning Strategies for Students with Autism

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Learning Strategies for Students with Autism

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For the students who are diagnosed with autism, their learning strategies differed because it really just depends on the day that they are having. Both students have a one on one para at all times throughout the day so that they can get the extra help that they need. They also go into a separate, private classroom to learn in a non-loud environment. Teachers are focused on them using their devices to help them communicate and show what they have learned. Teachers also use a positive reinforcement a majority of the time so that they can look forward to doing their work!

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The main teaching strategy that I observed being in the classroom is how flexible the teacher is. In a special education classroom, every day is going to be different and teachers have to be able to make accommodations for this differences in lesson plans. With that being said, there is also a fixed schedule that teachers do not stray from unless there is an extra activity, because a lot of the students rely on a fixed schedule for the comfort of it and learning best. Another strategy I observed was that the teacher gave every student a chance to speak/answer questions, and there was a lot of group/peer learning. Teachers also split off into groups of 3-4 children and teach them different subjects each day. There is an English group, a math group, and a craft/activity group. All the students go to each teacher throughout the week. Making sure students have one on one time with adults is also very present in the classroom because some students just learn/behave better that way. I found that all of these strategies were very effective and the teachers classroom was very well structured and managed.

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Personally, I absolutely love being in a special education classroom. I enjoy having to think outside of the box and be able to create different ways for each students to learn to their full potential. I think that special education classroom are amazing, but they can also definitely be very challenging at some times. I am still on the fence about changing my major to special education, but I feel like I still have time, and definitely plan on doing outside work to make me become the best teacher that I can possibly be!