Setting up the Classroom Classroom Simulation

Running Head: Classroom Simulation

Classroom Simulation 7

Classroom Simulation

Setting up the classroom

Setting up the classroom will begin with a proper review of each child’s IEP, together with detailed attention to the children’s goals, accommodation, exceptionalities, and provisions. The goals would provide knowledge if there is a need to collect data; a provision will identify students who require special needs. In contrast, accommodation will enable the evaluation of students who may need preferential seating. (Knight, 199)

In Checking up room arrangements to cater to the child’s needs that use the wheelchair, spacing between desks and tables will be enhanced to create more space to allow the child on the wheelchair to move around freely. (Russomano, 2017) The child with the hearing impairment will also be given the seat next to the instructor. Also, the child with high-functioning autism will need to have visual pictures in the room to enable them to learn faster with much ease. The visuals will also play various daily programs and schedules. Written instructions will also be hanged on classroom walls. The room layout will accommodate various spaces for groups and individual activities to cater to the children with a sensory processing disorder. The lighting of the room will both be incandescent and natural with varying levels of intensity and heights. The room will also contain chairs and floor seating with varying textures and heights. Besides, there will be slant cushions and ball chairs to serve as alternative seating and create awareness of the adjacent environmental smells and sounds. (Knight, 199)

On the other hand, considering the child with down syndrome’s needs, supplementary charts, classroom handouts, and spatial organizers will be available in the room. Equally, some children’s educational needs will be achieved through class accommodations that the general teachers will typically avail. Besides, accommodation will not involve modifying material content; instead, it allows the children to learn to work best around their impairments, reducing the possibility of significant disability. (Russomano, 2017) Moreover, accommodation will also involve preferential seating, extended time for tests, and reminders for breaks for sensory needs. (Knight, 199)

Plan/schedule of the day

7:45-8:00 am: Arrive in school before the children and carry out the final bits of preparation of my day’s work and look at the emails and messages from the parents, other teachers, and administration.

8:00-8:30 am The bell rings, and I get to confirm if my children are already in. check up on other teachers, take tea and assist with any arising issue that may need my attention. For instance, walk some children to class. (Russomano, 2017)

8:30-9:10 am: Attend to children with the unique needs required to help them with their morning routines to settle up. I will also provide the children with a sensory break within the resource room and provide targeted solutions to handle social and emotional behaviors.

9:10-9:45 am: Assisting in the literacy block center. We usually collaborate with the grade one teacher, share resources, have open discussions, and support each other.

9:45-10:00 am Grouping the children to learn together as I provide individualized attention to each child. Today, we learn to arrange different letters and figures to form a word and a diagram, respectively.

10:00-10:30 am: Taking the children to the tea room and help them take some snacks. They are guiding some of them through as other teachers help in walking others to the tea room.

10:30-11:00 am: Allowing the children to have a sleep and rest for thirty minutes. At this particular time, I will engage other teachers on the subsequent activities and plan for the following day’s activity plan. (Russomano, 2017)

11:00-11:30 am: After the rest, I will lead the children to the playground where children with various impairments will be allowed to engage and play around with other children. Other teachers will take a keen look at the children’s interaction to ensure that no one is harmed in the process.

11:30-1200 noon: Walk the children back to the classroom and take them through the learning exercise. This time, we will be engaging the children to learn speech, specifically how to sing and pronounce sentences. Children that require special needs will be handled by the specialist and general teachers in the room. (Knight, 199)

12:00-12:45 pm: This is usually my prep time. At this particular time, I will be prepping and planning; however, my phone will remain accessible if my assistance is needed anywhere urgently. (Russomano, 2017)

12:45-1:30 pm: Lunch break. At this hour, we shall have lunch together with our colleagues as we hold a meeting with the particular education staff specialist to discuss and check on individual child’s progress as we plan for the coming weeks. (Knight, 199)

1:30-2:30 pm: I will be checking back onto the children and attend to the ones with social-emotional learning requirements. Again, I will enhance in-class assistance and support to those with varying impairments. The children will at this time be watching images and videos to collect information about the animals they see. (Russomano, 2017)

Beyond 2:30 pm: Departure. All the children will be facilitated back to their respective residential, while parents and caretakers will pick others. I will consult with other teachers on tomorrow’s plans as I compile the daily outcome reports and children’s progress in preparation for the weekly teacher-parent meeting. (Russomano, 2017)

Integrate the curriculum

There is a need to develop teaching methods that respond to varying individual differences beneficial to all the children. As a result, the classroom teachers will determine the child with special education to fix various appropriate measures/techniques to learn efficiently. However, due to the lack of adequate professionals, I would reassign the available professionals appropriately and engage the therapists to train the general teachers on handling special needs children that do not require much attention. (Clough & Lindsay 2003) For instance, I will reassign the professional attached to the child in a wheelchair to a child with a sensory processing disorder and take one of the general teachers for basic training to handle the child in the wheelchair. A child in a wheelchair may be easier to handle because they may only need physical support. (Knight, 199)

Consequently, in response to children that require special education needs, I will prepare all the appropriate and relevant teaching devices through the use of locally available materials to suit individual child differences such as the child in a wheelchair, a child with high functioning autism, and also diagnosed with ADHD, a child with a hearing impairment and cochlear implant, child diagnosed with selective mutism child with a sensory processing disorder, and child with Down syndrome. Thus, establishing a good learning environment that is effective for the learners with mixed abilities. (Clough & Lindsay 2003) Moreover, I will engage the therapists to regularly reevaluate children with various disabilities to establish various specific requirements of each child’s needs. We will also enhance the PTE curriculum to ensure those general teachers develop skills to manage children with special education needs instead of acquiring knowledge. (Knight, 199)

Therefore, to create an inclusive classroom that takes into consideration the diverse abilities and needs of all the learners, I will organize a lesson plan that guarantees all children the opportunity to participate in the classroom setting and also organize daily strategies and lesson plans for the children with individualized education programs to address their needs. Furthermore, as teachers, we will co-plan and check-in with various service providers, including paraprofessionals and Special Education Itinerant Teachers, to ensure that we deliver services adequately and monitor children’s progress. Besides, I will develop learning approaches that establish flexibility in how information is passed to the learners and how they are engaged to demonstrate what they know and encourage exploration in the classroom. (Clough & Lindsay 2003)

Besides, I will identify individual modifications and accommodation while lesson planning depending on each child’s needs and activity. (Clough & Lindsay 2003) For instance, I will allocate seating preferential, post schedules and expectations on the walls, establish sensory breaks, provide extra time to some children, adopt teaching memory styles, repeat directions loudly and slowly, give out visual prompts, and use nonverbal cues others. Again, to adequately lesson plan for IEPs children, I will establish individual child’s performance through progress monitoring, including giving authentic assessments to know what the learner understands and can do to inform necessary support, instruction, and curriculum guide. More importantly, I will track how each child progresses towards attaining IEP goals through regular data collection and children’s assessment. The information obtained will subsequently be used to determine intervention methods on an individual child’s case basis. (Clough & Lindsay 2003)

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