Field Observations

Cristal D. Abraham

Intro to Diversity for Educators

EDF 2085-16458

Dr. Yasmin Qadri

Artifact #1

Cultural To the right is a flyer presented at

the HSCF New Age Group Annual

Meeting. The HSCF New Age

Group is a diverse group of

religious leaders merging as a

United Brotherhood. Once a year

they meet and have discussions

based on the similarities of their

religions and how they unite as

one. Throughout the year they all

meet for friendly games and charity

events.

Artifact #2

ESOL

Brain Pop

Below are a list of websites in

which the ESOL teachers within

Arbor Ridge Elementary use for

references as well as to help

students. To the side are previews

of two of the websites listed.

EnglishForum

Artifact #3

ESETo the right is the first page of a

Pre-Filled IEP example. Do to the

privacy of the students the ESE did

not provide an IEP.

To see the full IEP Form click on

the link below:

http://www.adhdaware.org/assets/D

ocuments/sample-completed-

IEP.pdf

ESE – Extra Artifacts

Worksheets

Lesson Plan - ESOL

Cultural/Faith Diversity

Leaders preparing for

cultural presentationChildren of the Hindu Culture singing

their traditional hymns (Bhajans)

ESOL

Classroom bulletin and Lesson Plan

Students at work

ESE

Students at work

&

Classroom Set-Up

Exceptional Education Field Observation

Teacher Interview

Name of Teacher: Mary Powers

School: Arbor Ridge School

Grade: 1-5Purpose: To assist future teachers with gaining greater understanding and insight into the expectations and responsibilities toward children with

Special needs.

1. What exceptionality do the students have? What grade level and what age are they?

• I have ASD (Autism Spectrum Disorder), OHI (Other Health Impaired, and InD (Intellectual Disabilities)

• I have 1st grade – 5th grade, ages 6 – 11.

2. What needs do the children seem to have that are unique to this group? Common to other children? What modifications in instructional approach

are made?

• I still have some students who are not toilet trained and require assistance in daily living skills, and also 6 students who are on BIP’s

(Behavior Intervention Plan). They have the needs in common with other students, such as, student achievement, safe learning

environment, and dedicated staff and teachers.

• They have a modified curriculum based on Next Generation Sunshine State Standard Access Points. They also get more time, less

work, numerous types of lesson delivery, repeated directions, and very small group instruction.

3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs?

• Most parents work with the IEP team and provide information on the students’ abilities in all areas of their live, also provide input on what

they would like their child to be capable of in the future.

4. How have you been affected by the education policy directed at children with special needs. What modifications has the teacher made in teaching?

What do you as a teacher still feel is needed?

• A priority has been placed on academic achievements and test results, we now spend the exact same amount of time on

reading, writing, math, science and social studies as the general education classrooms. I have modified instruction and schedules to

include there subjects in my classroom. I feel that I need more time to teach functional social and living skills so that ESE students can

become better prepared for interacting with the community they live in.

5. What type of assistive technology do you use to accommodate the special needs of your students?

• We use assistive technology devices for communication, and we have a Smart Board in every classroom. This helps to present lessons in

different formats and facilitates their learning process.