Observation Task 2: Identifying Children with

Special Educational Needs (SEN)

Student Name: Aisha Ali Alowais

Course Name: Theories of Teaching and Learning that impact the Preschool Curriculum
Course Code: EDU 2503
Instructor: Antoinette Wiseman
 Observation Task 2: Identifying Children with Special Educational Needs (SEN)

Special Educational Needs (SEN)

Focus: Identifying types of learning support needed for SEN students

Objective: To encourage student teachers to support and included the learning needs of

identified SEN students in the classroom

Table2: SEN Support for Students

Name Age IEP Area of Focus Type, range and frequency of support

provided / needed.

Ali 4yrs None Not identified Possible Daily Teacher Support with advice from

Cerebal Palsy Learning Enhancement Teacher:

Constantly remind student to sit

Cant jump, or walk on the still.

heels of his feet so he walks on

Teacher provided tracing papers for
his toes.
the student to practice on.
Cant write numbers, has to be
When writing numbers and letters
guided.
(I dotted in a form of connect the
Draws lines when asked to dots and gently guided him)
write any letter or number even
Rewards students with stickers
whilst seeing it.
whenever they finish their
Cant focus without being
 constantly called, gets classwork or work harder than

distracted easily. usual.

Has difficulty in learning and

development.

Doesnt know whats right and

wrong in behavior.

Target to try and have Ali sit

down by the carpet and focused

on the lesson for 5 minutes.

Ali 5yrs Non Not identified Possible ADD
Adaptation on work
e (Attention Deficit Disorder)

One-on-one teaching

Hands on concepts (play dough,

painting, etc)

Reflections on Observation Task 2: Identifying Children with Special Educational Needs

(SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in the school?

- The student with SEN is included in the classroom but not yet diagnosed until the

first grade (grade 1), because theyre still young.

2. What accommodations were made for the unidentified SEN students in the classroom?

- The teacher filled a form for the students she felt were SEN, so that it can be put on

record. The students were not diagnosed but the parents were informed during

parents meeting. The teacher does 1 on 1 support in learning with students she feels

need guidance and more work.

3. Was there any assistive technology, other equipment or materials used with the

unidentified SEN students? If yes, please describe the equipment that was used and what

it was used for.

- There were no assertive technologies, other equipment or materials used with the

unidentified SEN students.

4. What teaching strategies did your MST use with the unidentified SEN students?

- 1 on 1 support learning with the students that need help.

5. Where there any other school staff that worked with the identified SEN students? If yes,

please explain their role and what they did with the identified SEN student.

- No.

6. Do you think that SEN students should be included in the classroom or taught in class

specifically for SEN students? Why / Why not?

- Yes, I think they should be included, if they could handle it and it doesnt affect them

negatively. Because all students have equal rights to be in the classroom, and can just

taught on the sides with 1 on 1 support learning.