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Her teaching strategies were to get the kids to sit and participate as much as possible, and if that requires frequent breaks then that's what had to happen. Also, the students who couldn't speak quite yet had an iPad with common words on it to help communicate and core boards were placed all around the classroom for easy access. There was also a lot of sign language used for words like "Help" "Hurt" " All Done" and "More" and the colors.
What worked the best was having a
first--> then picture for some students which would read first work time then swing or first circle time then go for a walk. It was different for each student but was highly effective because some students needed that break or visual to function and some felt like it was a reward and it helped them get through the hard parts of the school.

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This teacher was really good at creating work that not only fit certain students' skills but also attracted their attention and kept them interested by making games out of their favorite movie character or animal. One student has trouble sitting through work time and requires many breaks and warnings and he absolutely loves vehicles so she made a game that consisted of counting the vehicles and matching the correct number.
Another student has an obsession with fish and the ocean so her work has fish all over it to keep her interested and working. This girl's workspace to keep her sitting has ocean creature pictures all over it so she knows it's her space.

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As I observed this classroom I saw all the different accommodations their were for these students to learn better. Some of the accommodations were
- Sand Sensory Play
- Visible Schedule
- Fidget Toys
- First--> Then pictures
- Flexible Seating

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The related teaching and learning setting (grade level(s) and/or student age range, number of students and location

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The related teaching and learning setting (grade level(s) and/or student age range, number of students and location

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I observed a classroom whose ages range from 3-5 years old. The first half of the day from 8 am-11 am has 5 children in it with 2 peer models. The second group of students was from 12:15 pm-3:15 pm which has 7 students. The first group of students has 3 students with autism and the second group has 4 students with autism, 1 with down syndrome, 1 with a speech impediment, and 1 peer model.
The Location of the classroom was towards the back of the school but close to kindergarten and a non-special education pre-k class

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Type of special needs learners I observed 

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Type of special needs learners I observed 

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During my observation of special needs students with Down syndrome and Autism, I noticed that each student had unique strengths and challenges. Despite facing various obstacles, these students exhibited remarkable resilience and determination in their daily routines and interactions with others.