Field observation and Analysis of supports and services

Student Name Professor Name Course Date Field Observation & Analysis of Supports and Services Observe a classroom with at least one student with extensive support needs for 30 instructional minutes. Use the class's content as context as you write your observation summary in the boxes below. Describe the class location (school name, teacher name, student initials or pseudonym, where it is on the campus, how accessible it is, number of students, number of adults, and any other observations). It is a classroom in Maplewood Elementary School conducted by Ms. Emily Carter. I observed “Jamie,” a student with extensive support needs. The classroom, located on the northern part of the campus near the main library, is well accessible, with wide corridors and automatic doors for students who use wheelchairs. The integrated environment accommodates twenty-two students; Ms. Carter teaches the class with two instructional aides and an exceptional education manager, thus increasing the likelihood of direct client attention. The classroom, intended for children with different learning abilities, has ramps and accessible restrooms to ensure anyone in a wheelchair can quickly move around. Staff members effectively work with the learners so that they are relaxed and comfortable in order to maximize their learning. Teachers and aides continue to have a working relationship in which instruction emphasizes academic and developmental learning. In general, the setup and the interactions provide the protection necessary for the child’s proper development and learning while providing the space needed for the child’s individualism and needs for the class. Describe the physical layout of the classroom, including what is on the walls, where desks are, if there are small groups, and if there are any defined areas for students. Maplewood’s classroom is laid out to encourage movement and ease of student access. Written displays include posters focusing on educational items, arts produced by children, and a big-picture timeline of activities to be undertaken in the day. Components of desks are arranged in small, isolated groups to promote interaction in groups. They provide enough separation to allow wheelchairs and other mobility-impaired individuals to navigate (Tancredi 10). The school has sections for various activities: a relatively comfortable reading area with couches and a sensory spot with items such as balls and blankets used to self-calm. Also, just beside the wall facing the classroom is a smart board and a teacher region with a table and a chair. These defined areas assist the students in mobility in the space and also assist in keeping them on task (Tancredi 12). What classroom management strategies were observed, both...