Erin Dixon

Student Teaching
Elementary School: Block 2

Background Information
Student A

Student A is a 4th grade student at my Block 2 Elementary School placement.

They were diagnosed early in their educational career with moderate autism based on

the autism spectrum. Because of the intensity of their condition, they mainly learn

within the milder of two resource classes. Because their autism is not as severe as

some of their classmates, this student is not “allowed” an aid due their not being enough

for each student who needs one to receive one. I was able to observe this student’s

engagement throughout my first week at my second block placement and almost

immediately noticed that most of their teacher’s expectations of their participation were

winded way too far back. The student constantly looked bored and became frequently

frustrated when they were spoken down to or were told not to do something simply

because of their placement on the spectrum.

Later in the week I had the opportunity of speaking to the student’s resource

teacher. In this meeting we first discussed the student’s IEP. From this document I

gathered that the majority of the student’s goals lie within the social parameter.

Teachers should have been transitioning the student to become more independent with

limited assistance from additional sources. This was quite surprising to me as my

observations supported that this goal wasn’t really being upheld in most of the student’s

resource classes. As I continued to chat with their resource teacher I discovered that

Student A functions best within a strict schedule and normalized routine as many other
Erin Dixon
Student Teaching
Elementary School: Block 2

exceptional students do as well. The student frequently asks their teachers questions

pertaining to time: is it time to do this...how much longer until this, etc. Because this

student also prefers visual learning, his primary resource teacher often supplies a visual

schedule and ignores any excessive verbal remarks to hold the student accountable for

the understanding of independence. To further this transition, their teacher keeps track

of each question regarding time and keeps a tally so that the student can visualize when

things aren’t going exactly as planned.

After gathering this information about the student, I am planning to differentiate

their learning by first providing a visual of the lesson plan for the student as soon as

they enter the room. According to their resource teacher this should assist with limiting

frequent interruptions in relation to breaks and or routine scheduling. Further, if this

does not support the students independent learning the student should also be allowed

to take a break with a peer. Both visual aids and peer guidance have proved extremely

beneficial for the students' learning and my conversation with their teacher provided a

few options in regards to classroom set-up. When possible I will begin the class

immediately in a circle formation, strategically placing Student A next to a friend that

they work well with. This, in addition with visual aids, clear schedule expectations, and

the option of choice will be my first steps towards balancing the student’s longing for

more and the expectations clearly stated and supported in their IEP.