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It was in the special needs classroom for developmental delay and learning disabilities.

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The classroom was for first-grade through third graders, with students ranging in age from 6 to 9.

The classroom encourages independent work.

In the classroom, there is a lot of room for the students to freely move around, the teachers has some "special chairs" that allow the students to spin around, rock, and roll side to side; also they have inside a mini trampoline to get the extra energy out.

Some students require extra assistance, emotional support, and behavior assistance, which is provided by the teacher or the para in the classroom.

The special classroom has a service dog.

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The teachers works with students in groups of three or during one period just with one student. Tailoring lessons skill level and pacing. It is highly effective due to it allows for personalized instructions, ensuring students receive the help they need without feeling overwhelmed.

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They use iPads and have QR codes, interactive games, and physical activities such as dance breaks to reinforce concepts. It is effective to have a variety of tools to help the students grasp the different topics and subjects. Not all students learn through the same techniques. It helps students to retain and process the information in different ways.

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Positive Reinforcement and Reward System 

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Positive Reinforcement and Reward System 

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The teachers give aloud positive feedback and praise every time a student makes a smart choice. Also another technique is either the teacher or the para use a star system offering incentives such as extra iPad time or prices. It is effective because it motivates students to stay on task and encourages student to keep on making self-correction.

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When students become off-task or disruptive, they are reminded of expectations, redirected to tasks, or given choices for how to proceed. It seemed effective because students had a sense of choice while it was within the guidelines of the classroom. It also teaches accountability helping to learn to make better choices.

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When the students are having a hard time with their emotions, the teacher allows the student for a small break, offers hugs, water, or other activities. Highly effective, because the students learn to self-soothe, while learning it is okay to have those big emotions and to take a step back. It promotes a safe and supportive learning environment.

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Students are encouraged to work independently when they feel ready and are reminded they can ask for help at any time. Effective because it fosters confidence and problem-solving skills while they know they have to option to ask for help.

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Teaching in a classroom with special needs requires extra patience, being able to adapt to the needs of each student while teaching them the concepts, and a deep understanding that each student are their own individual with their unique needs that must be met. It is not a simple task of teaching a subject and moving to the next, it is about creating an environment where every single student feels seen, supported, and valued.

Building a relationship with the student and not just academically is extremely important. Many students with special needs face emotional or behavioral challenges that impact their ability to learn. Success for special needs learners is not always measured in grades it is also about gaining confidence, improving communication, and developing life skills. Teachers must celebrate all victories and recognize that progress happens at different rates for different students. Teaching in an inclusive classroom is both challenging and deeply rewarding. It requires creativity, patience, and a heart for advocacy but the impact is profound. I cannot express enough how thankful I am for the opportunity the school allowed me to observe their classroom and for the teacher for also being so patient with me. She answered any and all questions with so much compassion.