Journal Entry #4

Emily Kidwell

Criteria 5 & 6

Criteria 5 and 6 focuses on the environment and space of the classroom created

by the teacher. In the classroom I do my observation, there is lots going on around the

room from sensory items, seating, and learning tools. The layout of the classroom is

consistently unique as it segregates between the three teachers, so that there is limited

distraction, and the classroom has limited technology. These aspects in an elementary

special ed classroom allow for students to be successful and fully engage in their

academic work.

The sensory items around the room include a roll-out tool for students to reset

their mind, coverage around all the LED lights so that the lighting is not harsh, an egg-

shaped chair that students can fully enclose, and a large comforter for students to use

when they're struggling. These sensory items around the room allow the students to be

more successful academically while not being judged for their disability. Students have

immediate access to these items without having to disrupt or ask permission to use

these tools. Often times when students use the tools is because they are promoted by

the teachers in the room to use them. The sensory items around the room are a positive

addition to the classroom for both teachers and students.

Other tools used in my CTs classroom include lots of visual and hands on

learning tasks. From my observation, lots of her students benefit from physical

interaction with academic work whether that's using counting cubes during math, using

Letterphonics, or using a sandbox instead of paper during writing. The counting cubes
has helped lots of my CTs students grasp the concept of counting, addition, and

subtraction. My CT also uses a curriculum called Letterphonics for students to practice

their letter sounds not only auditory, but also physically by using hand motions with

each sound which allows visual learners to be more successful when learning their

letter sounds.

My CT shares a classroom with two other special education teachers which

creates a unique layout for the classroom. The room is divided into thirds with the use of

room dividers so each teacher has their own private space, but the teachers also have

access to collaborate with each other and other students. The dividers allow privacy and

result in the student's to be less distracted by other students around them, especially if

they're seeing a different teacher. However, having multiple teachers in a classroom

allows students to collaborate as well by practicing social interactions and behavior

around peers and adults. As we know, students will not always be segregated away

from what triggers them, so having some unpredictable aspects in a controlled

classroom is beneficial for the behavior students. In the semester I have been doing my

observation I have not seen the room layout change at all which creates a positive and

safe environment for the special ed students as many students with disabilities

commonly do not cope well with change

Overall, my CTs classroom has a positive atmosphere that influences the

students to be productive and feel supported when working on academics. The access

of sensory items gives students relief and a safe spot to go to if the student is

struggling in their own classroom. The academic tools used in the rooms promote

positivity and causes the students to last longer when attempting harder academic
tasks. The atmosphere of the classroom also has a zero tolerance for bullying which is

another reason that the classroom becomes a safe space. Moving forward, I want to

learn more about the different styles of teaching special ed students and how to create

a positive and welcoming atmosphere for the students.