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Special Education Inventory

Class: Mrs. Dunnes Special Education Classroom

Day/Time: 11/10 at 8:15 (during my Practicum time, but the student I work with went home sick.)

Location: Special Education Classroom (216)

Method of Data Collection: Modified Running Record

1. Draw a picture of the classroom layout.

2. Is the environment accessible for the student? If not, what would it take to make the room

accessible? Are these changes reasonable in your opinion?

Juan

This room is definitely physically accessible. All the tables, desks, and counters are an accessible

night, and the furniture is spaced in a way that would make it easy for Juan to navigate. He might benefitfrom picture labels for classroom rules and classroom schedules.

Carmen

This room is definitely physically accessible. All the tables, desks, and counters would be accessible

and easy for Carmen to navigate, even with her wheelchair. She could probably also benefit from picture

schedules and rules as well.The one place that Carmen might not be able to reach would be the sink. However, there is an

accessible sink in the employee bathroom right down the hall that's accessible. None of Carmen's

instruction requires use of the sink, so it's probably not worth trying to talk maintenance into tearing outall of the cabinets under the sink.

3. List the general classroom routine (i.e., major activities and tasks) for the specific time period you

observe.

Teacher words with students individually or in groups of 2 or 3. Students work on math skills, such asaddition, counting money, and telling time. Then, they work on reading skills, such as sight words and

writing sentences.

Specific period I observed-

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-1:1 math instruction: KindergartenWriting numbers

Counting

Putting numbers in order

-2 students with an aideadditionwriting sentences

4. How could the student address his/her goals in this class (i.e., list specific activities and skills that

could be targeted linked to the key areas identified for the student)?

Juan Carmen

-working with functional reading skills-writing simple sentences

-functional math (time and coins)-social stories to illustrate socially appropriate

behaviors

-money skills-work on requesting through PECS

-work on using her VOCA

5. How were students grouped for instruction?

Students were grouped based on approximate grade level. The two students had varying abilities andworked on slightly different versions of the same activity. Students did independent assignments.

6. Describe the teachers teaching style and method of classroom management.

Two teachers: an aide and a teacher. Both instructors provide very direct instruction, but theycan be very strict at times. Joking is encouraged.

7. Describe the classroom climate (e.g., Is it friendly? Will students with disabilities be easily accepted?

What is the teachers attitude toward the students and other adults in the classroom?)

Both students would be accepted in this environment. The teacher and aide work well together, and they

have a positive attitude toward all of the teachers.

8. How does this setting match the characteristics and preferences of the student?

Juan Carmen

It might be a struggle for the teacher and aide toappeal to Juans love of science and history.

However, the teacher is very good with reading

comprehension instruction and social skillsinstruction

Because she forms close bonds with her teachersand her assistants, she will get along very well with

the adults in this environment.

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9. Would you recommend this setting for instruction? Why or why not?

YES! Both students could learn in this setting. Individual instruction is something both students could

benefit from. Also, the teachers in this classroom are good at mixing functional and academic skillsinstruction, which would make inclusion much easier. Also, since the teacher is very good with social

skills instruction, both students could learn more social skills in this environment.