Interview with a General Education Teacher with Special Needs Students

Title: General Education Teacher (Seventh Grade)

District: Los Angeles Unified School District

Disabilities served in classroom: Asperger's Syndrome, Mild Mental Retardation

Classification of the classroom: Mild/Moderate

Languages Spoken by Students: English, Spanish and Korean

Cultures Represented in Classroom: Caucasian, Latino and Asian

1. The assessment tools I use to prepare the IEPs are the School Function Assessments and the Sensory Profile. With the School Function Assessment, all the members on the IEP team such as the general education teacher, the special education teacher, occupation therapist, speech therapist and adaptive P. E. teacher observe the student and provide an assessment of the student's performance in a specific area. The Sensory Profile is obtained from the student's parents to identify sensory processing difficulties that may interfere with the functioning in school.

2. The most successful instructional programs to use with special education students are as follows:

For English? Classroom Language Arts Program and the Reading Recovery Program

For Mathematics? Smallgroup Constructivist Mathematics Instruction Program and Classwide Peer Tutoring Program

For Social Sciences? Strategy-based Peer Tutoring Program

. . .
rationùinclusion should not be deemed a preferred approach for all students with special needs. Observation of an English as a Second Language Lesson in a K-5 Classroom For this observation, the English as a Second Language (ESL) lesson at the kindergarten level was observed. The class consisted of ten studentsùfive boys and five girls, who were of Latino descent. While three of the students came from Argentina, the remainder came from Mexico. They were aged between five and six years. In order to promote the English language development of these students, the teacher, Ms. Martinùa highly experienced ESL teacher who had been teaching ESL students for ten yearsùadapted the literacy practices that take place in a regular kindergarten for these students. During this observation, Ms. Martin worked with students in two different areas: Circle/Reading and Phonics/Handwriting. During Circle/Reading, Ms. Martin grouped the students around her in a circle for storybook reading. Before reading the book about favorite things to do, she tapped into the students' background knowledge about the book by asking them questions about what they really like to do, both in English and in Spanish. After asking each student individually a
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Approximate Word count = 6294
Approximate Pages = 25 (250 words per page)

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