Special Education Classroom Observation Portfolio Reflection

Introduction

This observation portfolio presents a summary of my experience and knowledge gained from analyzing four observation sessions in a special education classroom setting. Observation 1 and Observation 2 were conducted in the morning, Observation 3 took place during lunch break, and Observation 4 was conducted in the afternoon. Each of the four observation sessions is discussed below.

Observation 1: Intellectual Disabilities and Autism Spectrum Disorder

Observation Summary

The class consisted of nine students; eight were male and one was female. During my observation, I walked around and watched as the students began each morning with snacks, milk, and orange juice for breakfast, followed by typing lessons, mathematics lessons, group calendar practice, and personal information binders. Before starting the mathematics lesson, the students played a game as a way to facilitate a smooth transition from one activity to another. Personal information binders included practicing name, age, phone number, address, and birthday, as well as identifying days of the week — specifically today and yesterday.

The majority of the students had difficulties in social interaction, attention, and communication, and displayed repetitive and unusual behaviors. In addition, four of the students avoided eye contact with the host teacher. Overall, the class was very quiet because the students had poor social skills and rarely talked to each other.

The host teacher used visual aids depicting plates, cups, and cooking utensils to teach vocabulary signs, and written cues such as police officer, earthquake, and security to teach vocabulary in an emergency reading comprehension context. Visual aids and written cues helped the students communicate, learn, and develop self-control.

The host teacher demonstrated strong communication skills when teaching students. In order for a teacher to be successful, they must express themselves both verbally and nonverbally in a clear, concise, and engaging manner. Research shows that successful teachers communicate clearly and directly, possess good listening skills, and respond calmly to student behaviors that could disrupt the lesson. For example, during the lesson, one student was using Facebook instead of completing the fill-in-the-blank questions on the document. The host teacher walked slowly toward the student and asked to see her progress. The student claimed she was confused, but after the host teacher explained what the assignment involved, the student began completing the questions.

The behavioral strategy I observed the host teacher using on most occasions was positive reinforcement (Hallahan, Kauffman, & Pullen, 2018) — that is, strengthening a behavior by providing a consequence the individual finds rewarding, thereby making it more likely that the individual will engage in the behavior again. The teacher used praise and tokens to reward students who displayed appropriate behaviors. The teacher also avoided situations in which unwanted behaviors were likely to occur.

How My Experience Correlates with Autism Spectrum Disorder and Intellectual Disabilities

Seven of the students I observed had significant limitations in attention, social cognition, and communication — the behavioral characteristics associated with intellectual disability. According to Hallahan et al. (2018), intellectual disability refers to a "disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills." It is also known as mental retardation.

Learning considerations for students with intellectual disabilities often include reinforcement and systematic instruction. Systematic instruction refers to a teaching method that is repeatable and learnable through a step-by-step procedure (Hallahan et al., 2018). Any teacher who wishes to use this method should always have a plan. The plan should incorporate the student's special needs, abilities, and interests; the subject matter to be taught; and the instructional materials to be used. Reinforcement involves the use of either tokens or verbal praise following a desired behavior. I observed the host teacher using praise such as "good reading" to reinforce desired behaviors in students. A student who can associate praise with good reading is likely to develop strong reading skills in the future.

Four of the nine students I observed exhibited repetitive and unusual behaviors and language deficits (echolalia), which are symptoms of autism spectrum disorder (ASD). ASD is a spectrum disorder because it affects people in different ways. I also noticed that one of the students had Dandy-Walker Malformation. Echolalia can be defined as "the parroting repetition of words or phrases either immediately after they are heard or later" (Hallahan et al., 2018). Dandy-Walker Malformation (DWM) refers to a human brain malformation that occurs during embryonic development.

According to Hallahan et al. (2018), education strategies for students with ASD should include the following: (1) direct instruction of skills, (2) behavior management, and (3) instruction in a natural setting. Students with ASD display random and unusual behaviors — such as hitting and screaming — especially in new and stimulating environments. Teachers are therefore encouraged to use a combination of functional behavioral assessment (FBA) and positive behavioral intervention and support (PBIS) to reduce or eliminate inappropriate behaviors. The host teacher used pictures to initiate and maintain functional communication, especially when teaching vocabulary signs.

Critical Review

After this observation session, I engaged the host teacher in conversation. From our interaction, I learned about Vygotsky's zone of proximal development (ZPD) and scaffolded instruction. The ZPD is defined as "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with a more capable peer" (Shabani, Khatib, & Ebadi, 2010). The host teacher emphasized that learning tasks should be within a student's ZPD. She also emphasized that learning occurs only when a student can complete a task without the help of a teacher. In scaffolded instruction, the teacher provides support to students when they are first learning tasks and then gradually reduces it so that the students can complete the tasks independently (Hallahan et al., 2018).

Observation 2: Physical Disabilities and Writing Instruction

Observation Summary

This observation was conducted in a special education writing class. The class consisted of 10 students; four were female and six were male. I noticed that one student used a walker rollator. The classroom was spacious and organized, so the students moved freely around the room.

I was quite interested in how a writing class is taught in a special education setting, so my observation focused on the host teacher's method of instruction, the class activity, teacher-student interaction, and assessment. Each of these four aspects is summarized below.

First, during this lesson, the teacher reviewed the essay assignment on To Kill a Mockingbird. To achieve this goal, the teacher used the communicative approach and task-based learning method. In the communicative approach, the teacher emphasizes reading skills and learning is student-centered. In the task-based approach, learning occurs after the successful completion of tasks that resemble real-life problems. These approaches were clearly evident when the host teacher asked each student to review their first draft on To Kill a Mockingbird. This essay draft was based on task-based learning, as the teacher had taught the students how to use a centered title and write paragraphs with an introduction, body, and conclusion. The teacher also required the students to include their name, course name, instructor's name, and date in the top left corner of the paper.

Second, the host teacher used different strategies related to the classroom activities. The students read probes on the computer with guidance from the host teacher, who used the MAZE probe to monitor students' reading progress. The teacher also had the students analyze their own essay writing and correct the errors they had made. Finally, the teacher asked the students to go to the library after the computer lab class and work on their final essay draft.

Third, the teacher-student interaction was excellent. The students did not display any deficits in communication, attention, self-control, or memory, but they had various physical limitations. The host teacher was not overly strict and did not penalize students who had failed to submit their first essay draft. She was helpful and explained the importance of the MAZE probe to the students. She also encouraged students to ask questions and seek clarification, which is why the students were genuinely enthusiastic about asking questions during her lessons. The teacher also promoted good citizenship, which included sharing, caring, and respect.

Fourth, the host teacher applied both formal and informal assessment techniques in her teaching process (Hallahan et al., 2018). Formal classroom assessments involve tests and quizzes that students undertake after completing a learning activity or task. Informal classroom assessments are made spontaneously while teaching. The host teacher checked that the students had made the necessary corrections to their first essay draft, then asked them to work on their final essay after the computer lab lesson. She also used the MAZE probe to assess students' reading comprehension and asked questions to gauge whether students understood the material being taught.

How My Experience Correlates with Physical Disabilities

The students I observed had physical disabilities; one student used a walker rollator. According to Hallahan et al. (2018), students "with physical disabilities are those whose physical limitations interfere with school attendance or learning." Such students require special equipment, services, or training. Research shows that most students with physical disabilities acquired their conditions after birth.

It is difficult to make generalizations about the academic abilities of students with physical disabilities because their conditions vary in nature and severity. That was evident in this observation. Apart from the students' physical limitations, they did not exhibit any unusual behaviors. The host teacher therefore used a task-based teaching method, as none of the students had significant deficits in language, memory, attention, or self-regulation. Task-based learning is an approach to teaching in which learning occurs through the completion of meaningful tasks that resemble real-life problems, such as reviewing a book or a film.

Critical Review

In this observation, I noticed that the teacher was highly committed to monitoring each student's progress from one step to the next. This was evident in the essay assignment on Scout's coming-of-age journey throughout To Kill a Mockingbird.

There are two things the host teacher could have done differently. First, she could have called on the three students who rarely asked questions. Second, she could have collected written assignments from the students at the beginning of the lesson.

The organization of the classroom fosters cooperative learning. This type of learning enables students to develop a broader range of skills compared to individualized learning. Technology was also an integral part of the host teacher's instruction; the students read probes on the computer and typed all written assignments.

In my conversation with the host teacher, I learned that block scheduling allows for more in-depth coverage of subject matter, enabling students to gain a deeper understanding of concepts. It also gives students time to practice their new skills and knowledge. A block schedule refers to a system of scheduling used in many high schools in which each student has fewer lessons per day because the class periods are longer than 50 minutes (Holley & Park, 2017).

Conclusion

The goals of my host teacher align closely to the goals of the host teachers of my peers. Similarly, their host teachers strive for their students to develop understanding and to solve problems independently. Their host teachers also place a major emphasis on curriculum content. Just as a peer's host teacher might focus on solving inequalities in an algebra class or derivatives in a calculus class, my host teacher has comparable goals for the academic progression of her students. The role of the host teachers observed by my peers is to teach the material and assess students through practice problems while providing assistance when needed. My host teacher plays a similar role but, unlike the others, has a co-teacher for her class — an arrangement that makes lesson planning and assessment of student learning more manageable and ensures that time is used efficiently.

The host teachers of my peers occasionally have difficulty keeping their students on task, which did not occur during my observation sessions. I believe the host teachers observed by my peers rely primarily on lectures, given the relative simplicity and convenience of that format compared to more intricate, activity-based lessons. The primary teaching method across all host teachers is similar in that respect. However, the host teachers of my peers do not appear to provide students with engaging, on-task activities in the same way my host teacher does through the use of an interactive online game.

The classroom management approach used by the host teachers observed by my peers involves having students sit down upon entering class and complete a do-now activity. They then review homework, receive the lesson, and complete practice problems. Homework is assigned before the bell rings, and the classroom is arranged in rows. My host teacher follows a similar sequence but intentionally incorporates entertaining activities to assess student learning. She also arranges seating in small groups of typically three to four students rather than in rows. This arrangement supports interpersonal intelligence and cultivates a warm, friendly classroom atmosphere. The assessments used — homework, quizzes, and tests — are consistent across all the classrooms observed.

One area where my observation differed notably from those of my peers was the level of technology in the classroom. I was surprised to encounter a smartboard and an interactive online assessment tool; my own high school math experience never included such resources. My peers report no similar surprises in their observations. I agree with the general sentiment that it will all come together in time, and I hope to continue expanding my knowledge of how to educate children effectively — so that one day I can provide my students with the best possible education, allowing them to reach their full potential and pursue their passions.

References

Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2018). Exceptional Learners: An Introduction to Special Education (14th ed.). New York, NY: Pearson.

Holley, D., & Park, S. (2017). Lessons learned around the block: An analysis of research on the impact of block scheduling on science teaching and learning. Retrieved from https://www.isres.org/books/chapters/Education_Research_Highlights_in_Mathematics_Science_and_Technology_2017_15_21-12-2017.pdf

Shabani, K., Khatib, M., & Ebadi, S. (2010, December). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081990.pdf