Field Experience Report - Observation in the classroom at the school for the Deaf
In the US, residential institutions of learning have had a long relationship with the deaf community. … residential school. A good number of states offer education programs that provide language services and training for the deaf, including a rich cultural environment where American Deaf learners are taught American Sign Language and English Bilingual instruction. Such settings are also referred to as deafcentric. Learners are … nurturing and transmitting the culture of the deaf.
Research questions for this study are:
• What kinds of accommodations are seen in the classroom?
• What is your view regarding the lesson that gives a chance to the learners to access the curriculum?
• What similarities and … of observations?
The research questions are designed to find out the factors that influence the ability of the school to offer a……
Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518-533.
Hombo, C. M. (2003). NAEP and No Child Left Behind: Technical challenges and practical solutions. Theory into Practice, 42(1), 59-65.
Jeffries Jr., R. L. (2010). A Case Study of a Teacher Implementing Guided Reading in a Deaf Classroom. ProQuest LLC.
Malik, A. M., Rashid, M., Awan, M. Y., & Alvi, I. B. (2018). The Role of Architecture in the Identification of Obstacles and Spatial Solutions to Inclusive Education. UMT Education Review (UER), 1(2), 39-58.
Renard, M. (1999). Les sourds dans la ville: surdités et accessibilité. ARDDS (Association pour la réadaptation et la défense des devenus-sourds).
Romano, A.M. (2013). Observing a Residential School for the Deaf: Identifying Factors in Creating a Deafcentric Environment. (The Honors Program, Gallaudet University).
Staten, F. D. (2011). Examining the influence of the residential school for the deaf experience on deaf identity. (Doctor of Philosophy thesis, University of Iowa).
Van Gent, T., Goedhart, A. W., Knoors, H. E., Westenberg, P. M., & Treffers, P. D. (2012). Self-concept and ego development in deaf adolescents: a comparative study. Journal of deaf studies and deaf education, 17(3), 333-351.
Observation Portfolio – Special Education classroom
This observation portfolio paper presents a summary of my experience and knowledge gained from analyzing four observation sessions in a special education …
This observation portfolio paper presents a summary of my experience and knowledge gained from analyzing four observation sessions in a special education classroom setting. Observation 1 and 2 was conducted in the morning, observation 3 of 4 took place during lunch break, and observation 4 of … in a natural setting. Students with ASD display random and unusual behaviors such as hitting and screaming, especially in a new and stimulating environment. Teachers are therefore encouraged to use a combination of functional behavioral assessment (FBA) and positive behavioral intervention and support (PBIS) to reduce or …
Observation 2 of 4
This observation was conducted at a special education…[break]…involved critical and creative thinking. A core belief of her classroom……
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
...Classroom environment Introduction
Individuals with autism spectrum disorders (ASD) usually have a difficulty relating socially to others. The social difficulties they face are among the major symptoms of ASD. Persons with ASD who do not show considerable language or cognitive delays e.g. individuals diagnosed with high functioning autism or Asperger syndrome, usually make significant progress when put through certain interventions. Significant progress to the extent that they improve in terms of communication. However, even with interventions, social difficulties usually remain and may sometimes end up impacting the vocational or academic success of such individuals later in life. Even individuals with autism who have higher or average intelligence usually find it difficult to overcome social difficulties and to communicate in a manner that observes all the unwritten rules of conversation and social interactions (Radley, O’Handley & Sabey, 2017). For example, an individual diagnosed with autism spectrum disorders may not always say the right……
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., ... & Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school?age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244.
Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash, M., Green, J., Vail, A., and Law, J. (2011). An evidence-based program for school, & aged children: Social communication intervention project. Research report. Uppsala: Inst.
American Psychological Association (APA) (2006). Evidence-Based Practice in Psychology. American Psychologist, 61(4), 271–285. doi: 10.1037/0003-066X.61.4.271
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629-634.
Higgins, J. P., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). John Wiley & Sons.
Hutchins, N. S., Burke, M. D., Bowman-Perrott, L., Tarlow, K. R., & Hatton, H. (2019). The Effects of Social Skills Interventions for Students With EBD and ASD: A Single-Case Meta-Analysis. Behavior modification, 0145445519846817.
Radley, K. C., O’Handley, R. D., & Sabey, C. V. (2017). Social Skills Training for Children and Adolescents with Autism Spectrum Disorder. In Handbook of Treatments for Autism Spectrum Disorder (pp. 231-254). Springer, Cham.
Should Teachers Allow Students Access to Internet in classroom
Why Kids in classroom Today Do Not Need Any More Wild West in Them: “Trading classroom Authority for Online Community” is a Bad Idea
As Rorabaugh notes, the Internet has evolved from a once “primitive” place to a kind … al. all point out, children cannot succeed—academically or professionally—without developing grit, resilience, and determination. Rorabaugh’s argument is that bringing the Internet into the classroom and allowing students to engage in self-directed learning can help to build that grit, resilience and determination as it allows them room to … self-directed learning can help to build that grit, resilience and determination as it allows them room to spread their wings in a controlled environment (under their teacher’s eyes) and begin sifting and sorting through information online, using their own powers of deduction to determine where to go … critical thinking caps if they……
Domhardt, Matthias, et al. \\\\\\\\\\\\"Resilience in survivors of child sexual abuse: A systematic review of the literature.\\\\\\\\\\\\" Trauma, Violence, & Abuse 16.4 (2015): 476-493.
Perkins-Gough, Deborah. \\\\\\\\\\\\"The significance of grit: A conversation with Angela Lee Duckworth.\\\\\\\\\\\\" Educational Leadership 71.1 (2013): 14-20.
Rorabaugh, Pete. “Trading Classroom Authority for Online Community.” Hybrid Pedagogy, 5 Jan 2012. https://hybridpedagogy.org/trading-classroom-authority-for-online-community/
Tough, Paul. How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt, 2012.
… and it also examines the outcomes of deaf students in general education. It discusses whether deaf students are better served in an inclusive environment or whether they are better served in a deaf community based learning environment. It examines the characteristics of hearing loss and how there are different tools and ways to treat hearing loss when it occurs in … culture in the world for this reason and it is one that I am fascinated by. In seeking to promote inclusivity in the classroom, I believe it is important to understand other cultures and deaf culture is one that often receives little attention. Gaining insight into how … social competence than hearing students (Wauters & Knoors, 2007). They tend to be more socially withdrawn than hearing students when in a mixed environment. This could be one of the drawbacks of inclusion, as the deaf students finds himself lacking……
Arizona Office for Americans with Disabilities. (2007). Retrieved from https://know-the-ada.com/t4/history-deafness.html
Centers for Disease Control and Prevention. (2019). Retrieved from https://www.cdc.gov/ncbddd/hearingloss/language.html
Curhan, G., & Curhan, S. (2016). Epidemiology of hearing impairment. In Hearing Aids (pp. 21-58). Springer, Cham.
Gallaudet University. (2019). Retrieved from https://www3.gallaudet.edu/clerc-center/info-to-go/national-resources-and-directories/schools-and-programs.html
Hill, M. (2019). Embryology Sensory - Hearing Abnormalities. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Sensory_-_Hearing_Abnormalities
Hyde, M., Nikolaraizi, M., Powell, D., & Stinson, M. (2016). Critical factors toward the Inclusion of deaf and hard-of-hearing students in higher education. Diversity in deaf education, 441-472.
Individuals with Disabilities Education Act. (2006). Retrieved from https://sites.ed.gov/idea/
Padden, C. A. & Humphries, T. (2005). Inside Deaf Culture. Cambridge, MA: Harvard University Press.
… of instructions will be used. The primary method of instructions will be guidance notes to ensure challenged learners are carried along.
B. Learning environment
A learner-centered classroom environment is to be used. classroom practices will be aimed at discovering what the students think, their misconceptions, and help students readjust their ideas and to create robust ideas … a strong behavior management plan
b. Instruction methods
· Direct instruction
· Questions and answer
B. Learning environment
The teacher will use proactive strategies to create and maintain a positive learning environment that accommodates all students through;
· Establishment and utilization of ground rules
· Prioritize questions than answers
· Provide and promote opportunities for … and promote opportunities for students to practice
· Learning will be incorporated with real every day activities
· The sitting arrangement within the classroom will be done to promote integration……
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and special education, 28(2), 108-116.
Wiggins, G. P., & McTighe, J. (2012). The Understanding by design guide to advanced concepts in creating and reviewing units. ASCD.
… reflection. Furthermore, this approach is beneficial in encouraging and teaching a learner how to carry out their individual decisions not only within a classroom environment but also is beneficial in the promotion of practical health care skills (Verenna et al., 2018).
There are several shortcomings in the approach. … the organization (Jensen and Heckling, 1995).
Question 3: To Be or Not to Be (Part of a System)
Taking into consideration the operational environment of Mayo Clinic, it is perceptible that it is part of a vertically integrated system. This is a strategy that has been employed ……
Booker, M. J. (2007). A roof without walls: Benjamin Bloom’s taxonomy and the misdirection of American education. Academic Questions, 20(4), 347-355.
Jensen, M. C., & Heckling, W. H. (1995). Specific and general knowledge and organizational structure. Journal of applied corporate finance, 8(2), 4-18.
Katzenbach, J. R., & Smith, D. K. (2003). The Wisdom of Teams (lst ed.). New York: First Harper Business.
McGrath, R. G. (2013). The end of competitive advantage: How to keep your strategy moving as fast as your business. Harvard Business Review Press.
Taylor, N., Clay-Williams, R., Hogden, E., Braithwaite, J., & Groene, O. (2015). High performing hospitals: a qualitative systematic review of associated factors and practical strategies for improvement. BMC health services research, 15(1), 244.
Verenna, A. M. A., Noble, K. A., Pearson, H. E., & Miller, S. M. (2018). Role of comprehension on performance at higher levels of Bloom\\\\\\'s taxonomy: Findings from assessments of healthcare professional students. Anatomical sciences education, 11(5), 433-444.
Zelman, W. N., Pink, G. H., & Matthias, C. B. (2003). Use of the balanced scorecard in health care. Journal of health care finance, 29(4), 1-16
… Technology Enhances ESL Students’ Learning Experience
In the COVID-19 era, education has taken a dramatic turn towards distance learning, meaning that virtual classroom are now more popular than ever. But what is the effect of the use of technology in an ESL classroom? Evidence shows that technology actually does enhance ESL students’ learning experience (Kasapoglu-Akyol, 2010). The fact is that ESL students use technology tools in … how that topic or trend impacts the district, state, and national levels.
Virtual Technology’s Advantages
One of the most common technology usages in classroom today is the ability to create virtual learning environment for learns that can facilitate in-class learning. Volery and Lord (2000) argue that it is important for schools to leverage online learning technology … Some of the benefits of using online learning technology include: the expansion of education opportunities to those who cannot physically be in the classroom;……
Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: an experimental study. Computer Assisted Language Learning, 29(1), 103-126.
Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. NY: Routledge.
Cassady, J. C., Smith, L. L., & Thomas, C. L. (2017). Supporting emergent literacy for English language learners with computer?assisted instruction. Journal of Research in Reading.
Jiang, H., Tang, M., Peng, X., & Liu, X. (2018). Learning design and technology through social networks for high school students in China. International Journal of Technology and Design Education, 28(1), 189-206.
Kahai, S. S., Carroll, E., & Jestice, R. (2007). Team collaboration in virtual worlds. ACM SIGMIS Database: the DATABASE for Advances in Information Systems, 38(4), 61-68.
Kasapo?lu-Akyol, P. (2010). Using educational technology tools to improve language and communication skills of ESL students. Novitas-Royal, 4(2).
Meskill, G., & Mossop, J. (2003). Technologies use with learners of ESL in New Your State: Preliminary report. Retrieved from https://www.albany.edu/lap/Papers/technology%20use.htm
Park, J. Y. (2011). Design education online: Learning delivery and evaluation. International Journal of Art & Design Education, 30(2), 176-187.
classroom have traditionally been the stage for social change as they provide avenues for promoting and accelerating new ideas. As part of promoting and … because it focuses on teaching towards African American/minority community and social justice standards. Rules that promote fairness and establishment of inclusivity in the classroom will be established and used to guide teaching and learning. Additionally, students are expected to make connections between history and the modern society …
The unit is targeting 6th grade students from diverse ethnic, racial and national backgrounds because of the changing nature of the modern learning environment. Students in this classroom are from different racial/ethnic backgrounds,…[break]…10 minutes warm-up activity at the beginning of each lesson. The warm-up activity will focus on examining what students … what was learned in the previous class or what the student already knows regarding the topic.
6th grade students in the……
Archdiocese of Santa Fe. (2011). Social Studies Curriculum. Retrieved April 27, 2020, from https://asfcatholicschools.org/documents/2016/1/Social%20Studies%206th.pdf
This publication provides an overview of world history and geography as part of social studies curriculum for 6th grade students. It provides an outline of learning outcomes and assessments/strategies that can be employed in a 6th grade history class. These strategies, assessments, and learning outcomes are developed in line with common standards and based on what students at this grade level should achieve by the end of the unit. It was utilized to determine suitable strategies, assessments and learning outcomes to incorporate for the success of this unit.
Blake, C. (2020). Teaching Social Justice in Theory and Practice. Retrieved April 27, 2020, from https://resilienteducator.com/classroom-resources/teaching-social-justice/
This article examines the process of teaching social justice in relation to existing theory and best practices. The author examines how classrooms are designed to be avenues for social change by promoting learning of new ideas. This article was used to identify a contemporary educational theme in diversity and social justice. The identified theme was utilized to shape the unit content and teaching strategies.
California Department of Education. (2000). History – Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve. Retrieved from California Department of Education website: https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
The publication provides an overview of standards relating to the study of history and social science from kindergarten to grade twelve. Standards are used as the premise for shaping learning content, expectations, and outcomes for students in different grades. Insights from this publication was used to shape learning content, expectation, outcomes, and strategies for this instructional unit.
edCount. (2014). World History and Geography: Mesopotamia, Ancient Egypt, and Ancient Israel. Retrieved from Tennessee State Government website: https://www.tn.gov/content/dam/tn/education/tcap/TCAP_ALT_SS_module_grade6_module1_wld_hist_geo_meso_egypt_israel.pdf
The article examines grade 6 topic on world history and geography in relation to common standards. The author reviews different subject areas relating to this topic including ancient Egypt, Mesopotamia and ancient Israel. Through this review, the publication seeks to enhance knowledge of grade-appropriate social studies concepts, skills, and knowledge. The publication was used to identify relevant knowledge, skills and social studies concepts relating to this instructional unit.
… coverings, sanitizers, facial tissues, and toilet paper. The institution will provide cleaning supplies, sanitizers, facial tissues, and toilet papers at strategic points including classroom, washrooms, dining areas, as well as at campus entry and exit points to support healthy practices at all times. In addition to providing … relevant agencies to substitute in-person internships with virtual internships whenever possible. Clinical experience and field placements will be postponed until the clinical learning environment stabilizes as the school community……
CDC (2019). Operating Schools during Covid-19: CDC’s Considerations. Center for Diseases Prevention and Control (CDC). Retrieved from https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html
DC Health (2020). Health Notice for district of Columbia Healthcare Providers . DC Health. Retrieved from https://dchealth.dc.gov/sites/default/files/dc/sites/doh/publication/attachments/COVID-19_HAN_20200305_Final_update.pdf
WHO (2020). Key Messages and Actions for Covid-19 Prevention and Control in Schools. World Health Organization. Retrieved from https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-covid-19-prevention-and-control-in-schools-march-2020.pdf?sfvrsn=baf81d52_4
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