Corinna Sech

SCED 499

Professor Gjoni

May 15, 2018

Child Study – Student X

Classroom Observational Notes

Ancient World History Class – April 12, 2018

 X enters the classroom and the aid is late. I go over to sit with X and help

X prepare for class. X tells me I am very sweet for helping.

 Although the aid had arrived, X was not paying attention to the warm-up

activity and missed the discussion. X announces to the class “I do not

know the push and pull method” although we are discussing push and pull

factors for immigration.

 The teacher tells X to write “I do not know” on the warm-up. However, X

feels badly about not paying attention and calls out “at least I am honest

about not knowing.”

Science Class – May 9, 2018

 X is pacing back and forth in the classroom. This could be because X is at

a stool and not a desk. X is constantly taping his pencil.

 X mentions to the teacher that X is worried about not finishing the

homework. The teacher tells X that the teacher will give X extra time if X

needs it then asks X to put on a happy face.

  After finishing an activity, X was not able to copy down all the notes. X

gets distracted and walks around the classroom.

 X does not participate in this group activity. X walks away from the

group, paces, stands away from them until the teacher assistant tells X to

go back and work. The classroom teacher asks X “how are you helping the

group if you are standing away from your group?” The teacher brings X

over to the group activity and asks X if X thinks all of the group’s answer

are perfect.

 Another student makes fun of X for picking X’s nose.

 X is constantly leaving the stool and is repeatedly asked to return to the

seat.

 X has a difficult time moving on from activities and transitioning.

Math Class – May 9, 2018

 When going to X’s seat, X is smacking X’s wrist with the other arm. X

does this when excited.

 X is much calmer in math because it is X’s best subject.

 X is doing the opposite in math than X was doing in science. X is

participating with the group and moves seats to sit with the group.

 X sometimes seems that X is not paying attention but X knows what is

going on and is focused.

 Often participates

 When getting an answer wrong, X calls out, “I am sorry, I got confused.”

Non-instructional Setting Notes

 Lunch – May 1, 2018

 X wants to stand during lunch when X should be seated.

 X wants to talk to people which is new in comparison to last year.

Homeroom – May 7, 2018

 X is walking back and forth in front of the lockers while clapping X’s

hands and smacking X’s arms. X is very excited for school.

 X is announced the #1 player in the math game for his class.

School-based Personnel Notes – May 3, 2018

 The counselor though middle school would have been an issue for X. The counselor was

anticipating a lot of 1-on-1 instruction and assistance for X even though X does not have

an IEP.

 The counselor said X needs to be told things in advanced. For example, during PARCC

testing, students cannot have watches. X needs to be told a few days in advanced that X

cannot have on an Apple Watch. Once X is told, X does not wear the watch. X tends to

follow rules and restrictions.

 X has regressed a lot this year. X needs big headphones for noise, gets stressed about the

weather, and is very dependent on teachers and aids.

 The counselor says X has a great support at home from parents.

 X has a difficult time with creative writing because X cannot put feeling into this work –

could be why X excels in math.

 Joined the Best Buddies program this year and made friends.

 The counselor says X needs extra time with activity because he cannot transition. X is a

perfectionist and pays attention to small detail.

Cumulative File Notes

 X’s parents are immigrants from the Dominican Republic.

 Final grades include As and Bs.

 PARCC testing scores are good; high in math

 X’s 2nd grade teacher says X needs help choosing a writing topic but when X does, X has

great ideas.

 One of X’s teachers said he is kind, enthusiastic, wants to please teachers/peers.

 Not many things in his file because X’s behavior issue is social not academic.

Article Summaries

Jeffery-Turner, P. (February 2017). Middle school general education teachers attitudes toward

teaching students with autism spectrum disorder in the general education classroom: a

qualitative study (Dissertation). Retrieved from Ebscohost.

This article was a qualitative study of middle school general education teachers and their

attitudes toward teaching students with Autism Spectrum Disorder (ASD) in the classroom.

General education teachers tend to struggle with differentiating instruction for all students.

Because of this challenge, teachers tend to be wary about teaching students with Autism. This

study examined the perception of ten middle school teachers with their challenges in the

classroom. The findings from the research study revealed the middle school teachers suggested

that there should be more professional development training for general education teachers to

develop strategies for including students with ASD in the general classroom settings. All of the

middle school teachers were willing to extend help to students with ASD to increase academic

achievement. These efforts were exemplified from X’s teachers and it is evident X’s teachers

truly care about him.

Austin, K.S. & Peña, E.V. (2017). Exceptional faculty members who responsively teach students

with autism spectrum disorder. Journal of Postsecondary Education and Disability,

30(1), 17-32.

Little research exists on how to meet the unique learning needs of students with autism

spectrum disorders (ASD ) in higher education classrooms. The purpose of this qualitative

research study was to document the ways in which supportive faculty members responsively

approach students with ASD in their teaching roles. The findings suggest that faculty members

who were nominated as exceptional teachers and advisors to students with ASD drew from

experiences of prior connections with individuals with disabilities, a belief in student abilities,

setting high expectations for students, the development of caring relationships with students with

ASD, an authentic passion for teaching, and a commitment to social justice. The pedagogical

approaches included structured scaffolding, differentiated instruction, comprehensive

accommodations, and collaborative institutional support. This study pinpoints practical ways in

which faculty members seek to help their students. Many of these pedagogical approaches would

be helpful for X. I think scaffolding would also be useful for him as well as horizontal

articulation because it would help him make connections between classes.

Reflection

For my child study, I chose a Hispanic male (X) in my mentor’s 7th grade Ancient World

History class who has autism. X caught my attention on the first day of my internship when the

teacher assistant walked in and he shouted, “assistant power!” X has been described by my

mentor teacher, other teachers, and his guidance counselor as a “high-functioning student with

autism, previously known as Asperger’s syndrome.” X has a great family that is very supportive

of him. On the day of school, my mentor asked her students to share something they would want
her to know about them. X decided to share that he has “a mommy and a daddy that love him

very much.” X does not struggle academically. He does well in class, he earns good grades, and

achieves high test scores. X excels in math and it is his strongest subject. However, he cannot put

feeling into writing because he has a tough time expressing his emotions. Perhaps this is why he

excels in math because it is strictly logic and no emotion.

X’s disability is social as he is high-functioning academically. It was not until this year

that he was able to talk to other students and make friends. He has joined the Best Buddies

program which has helped him interact with other students and staff. While he is having this

social progress, X has regressed in other areas this year.

According to the guidance counselor, she says that X has become very dependent on his

teachers. He does not handle unstructured time well. He also has a difficult time transitioning

because he wants every single thing to be perfect. It was written in his file that he wants to please

his teachers and classmates. I have witnessed that he deeply cares about the opinions of his

teachers and this could be why he is a perfectionist.

My interactions with X have always been pleasant. He is such a joy to have in class

because he is kind and willing to participate. When I first began my internship, X came and

asked me what my name was and if he could call me “Ms. S.” I told him “yes, of course” and he

jumped up and down screaming “yay!” Whenever I have had the opportunity to work with him,

he is always so kind and thanks me for any help I give him. Every time I have taught him, he

participates and asks and answers questions.

When I observed X in other classrooms, I saw two different sides to X. In science, he was

distracted and not willing to participate. He frequently left his seat and would not participate in

group activities. I think this disinterest was because the science teacher was slow with her
transitions. He does not do well with down time and needs structured to succeed. Yet when he

entered math, he was an excellent student. He behaved similarly to the way he does in ancient

history. He was on task, focused, and willing to participate. He never once left his seat and if he

needed something, he would ask for permission to stand up.

When teachers talk about X, they can only say wonderful things about him. Although he

can be overwhelming with some of his disruptions, he is a pleasure to have in class. He is also

high-functioning which could make having him as a student easier as opposed to other students.

It is evident that all of the teachers on his team, his guidance counselor, the students, and others

in the building that know him deeply care about him and his wellbeing. They all put forth their

best efforts to help him succeed. I have loved getting to know him and teaching him as well.