Mikayla Gerber

September 30th, 2019

SPEC_ED 420

Advanced Practicum Checklist

 1. Observe practicum classroom and then answer the following questions

This semester I had the pleasure of working in Ms. King’s 3rd grade classroom at Jefferson

Elementary school here in Pullman, WA. In her class, there are two students with disabilities. It

is important to me to keep the identity of these students’ private; therefore, I will refer to them as

Student A and Student B.

Student A is autistic and is pulled from the classroom three times a day to attend

instruction in the resource room with our Special Education teacher, Mrs. Nice. He is also pulled

from the class once a week for speech services. Throughout working with this individual, I have

noticed some positives and challenges he exhibits in the classroom. When interested in an

assignment, Student A becomes extremely excited and engaged which typically results in him

running his hands through his hair. However, when he is working on an assignment that does not

excite him, he barely pays attention and does not participate unless an adult is there to support

him. Student A has an amazing imagination that often takes his mind away from the task at hand

and into his own little world. At times, it is challenging to bring him back to focusing on the

assignment but he has started to understand when he needs to reign his mind in. One challenge

that has become evident throughout my time spent in Advance Practicum, is that Student A has a

tendency to pout when things don’t go his way. For example, if student A gets problems wrong

on his online math website he begins to cry and state how he feels “stupid.” During this time,

my teacher provides fidgets for the student to use when feelings of anxiousness or extreme

excitement occurs. The other students in the class don’t seem to mind Students A’s behaviors

and in fact support him when he is having a difficult time.

Student B is a very intelligent and kind-hearted person. She works hard in the classroom

and maintains good scores in all subject areas. The only challenge the student faces are physical.
She has speech problems and attends occupational therapy each week. She often will chew on

her own clothing and has trouble controlling her bladder. We have provided gum for her to chew

on when she feels it is necessary. She also has a basket of fidgets that her mother and father have

provided to ensure she feels safe and comfortable in the classroom. As a result of her bladder

problems, we remind her to use the restroom after each recess in order to avoid any accidents.

Most of her peers love to be around her and often include her in all of the day-to-day activities.

Both Student A and Student B have helped me understand more about working with

students with disabilities. I have had a great time getting to know them and am excited to see

their personal and educational growth next semester.

 2. Attend an IEP meeting (initial, re-evaluation, or annual IEP meeting of a student in

class or in another class)

While attending the Professional Development meetings at the beginning of the school year,

our Special Education teacher, Mrs. Nice, held an initial IEP meeting. In this meeting, each Third

Grade teacher was present along with each specialist teacher (Core+, PE, Library, and Music).

We all listened as Mrs. Nice explained each student and the accommodations we will provide for

them. She stated that the Speech and Occupational Therapy IEPs would not be released until 2

weeks into the school year. This resulted in Ms. King and I only receiving information on one of

the students with disabilities in our classroom. All the teachers asked questions regarding the

best methods that work with the students and the specialists provided information on the students

behavior norms presented the following school year. Most of the comments made about the

students previous school year were nice and positive. The meeting was very serious but was also

very hopeful and uplifting for each teacher involved. There were no cultural considerations

discussed or decisions made in the initial IEP meeting as they were followed up after the teachers

had gotten to know the students. The parents of the students were not involved as it was just an

initial IEP meeting.

After attending this meeting, I felt more prepared to create a successful learning environment

for my student with disabilities. I am hoping to attend the following IEP meetings regarding the

students represented in my classroom.

 3. Attend a parent/teacher conference for a student with disabilities

This semester I was able to attend an informal parent/teacher conference held during the end

of our “Meet the Teacher Night.” This occurred at the night before school started and was the

first interaction we had with the student and parents that were going to be in our class. Student B

has an IEP for speech and Occupational Therapy, however, before these services were not going

to begin until week 2 of the school year. Due to this, we had not received her IEP or were

informed on the services needed to make her successful in our classroom. The parents stayed at

our “Meet the Teacher Night” to make sure we were prepared to have all of their daughter’s

accommodations met the next day. When they found out we had not been informed of her needs

they were very upset. They explained what we needed and provided us with insight on who our

student is. This prompted them to create a basket full of Student As fidgets and other goodies she

uses to feel comfortable and confident in the classroom. Following the conference, Ms. King

tracked down the students IEP and started setting up the accommodations needed for the student.

She was very fast acting to this unfortunate situation and quickly made sure the student was

prepared for the beginning of the school year. After being involved in this conference, I hope to

be included in our students next formal parent/teacher conference in October.

This experience has helped me understand how to communicate with a parent of a student

with a disability. I have learned the importance of taking the knowledge of the students parents

and incorporating it into your classroom accommodations. The main goal of all individuals

involved is the success of the student.

6. Assist in the use of accommodations or modifications for a student in your classroom

Both Student A and Student B have test accommodations in their IEP. Student A is to be

read a test while Student B is required to be in a quiet/different environment. Throughout the

semester, I have assisted in the use of accommodations for both students on multiple occasions.

One that occurs more frequently is with Student A. Each week the students are given a literacy

exam that checks their knowledge on the story read, vocabulary, and grammar focused on.

During this time, I sit with Student A and read each instruction and question to him. He then

answers the question and will ask me to repeat anything he misheard.

Every day, I also assist in modifying the daily math lesson for Student A. He is about two

grade levels below the rest of the class and requires modified lessons to help him be successful. I

take the same type of information being focused on in that days lesson and simplify it for Student

A. We then complete a worksheet to check his knowledge on the information he was just taught.

Often times when he begins to not understand the modified math, he starts to shut down and

begin to tell himself that he is not smart. After working with him for a few days I began

incorporating little acts of encouragement that build his confidence up. Before we start our

lesson we make eye contact and say “I can do hard things” and “Today I will make a mistake and

that’s okay.” I also give many high fives when I notice how hard he is trying.

Through assisting in the use of accommodations or modifications for a student with

disabilities, I have learned that you really need to know your students to help them be successful

in your classroom. It has shown me the importance of understanding who your students are and

the needs they have.