Photojournal.2014

Running head: PHOTO JOURNAL
Jonathan Plaza
Summer Practicum
Photo Journal
University of Miami

August 1, 2014
The Debbie Institute is a place where children are given opportunities to learn despite being
affected by disabilities. Learning at the Debbie Institute takes place in many different ways. IPAD’S,
communication devices and sound systems are examples of how technology is used to help facilitate the
learning process of the children attending the school. The teachers engage with each individual student
and are aware of every child’s needs. During my time at the Debbie Institute, I learned many teaching
strategies that are applicable with typical and atypical students. Considering that the children attending
the school have hearing impairments, the instruction provided by teachers is very direct and explicit.
Throughout my time as a therapist I have worked with typical children, developmentally delayed
children, and children diagnosed with autism. Prior to this internship, I had not had the opportunity to
work directly with children that are hearing impaired. It was fascinating for me to learn about a device

such as the cochlear implant. I was amazed how this device can serve as a substitute for areas that are
physiologically lacking in a child’s auditory system. Considering that it was my first time working with
this population, there definitely an adjustment period for me. I typically work with non-verbal children,
signing and gestures are typically part of my everyday practice. In this setting, although gestures and
signing can also be useful, teachers encourage children to use their words rather than to sign and
gesture as means of communication.
I loved that teachers have high expectations for each of their students regardless of their
disability. The teacher I had the pleasure to work with was great at encouraging children to engage with
each other verbally. Deaf and hard of hearing children are typically delayed in the areas of speech. In
some cases, years go by before a child that is hearing impaired acquires his or her cochlear implant. By
the time the child is able to start using his newly acquired auditory skills, there is a lot of time to make
up and it is almost as if you are starting at the beginning. Because of the deficits displayed in the areas
of language, requiring children to use more
than one word and even whole sentences is
imperative as the goal is to have every child
reach age appropriate development in all
domains.
Aside from using words to
communicate, the teachers make the
children responsible for their own hearing
devices. Although it may not seem as a big
deal to some, taking full control of your well
being and learning how to manage the

aspects that come with your disability plays a big factor in becoming independent. Eventually, the
students at the Debbie Institute move on to other schools where they are to engage with typical
children. The teachers in mainstream classrooms may not be aware of the protocol involved in handling
a cochlear implant. If the implant is not in place, the child may not hear the teacher’s instruction.
Promoting independence in regards to being aware of your hearing devices is a skill that will determine
how successful a child will be in a different setting.
Reading, math, science and language arts activities were part of the everyday routine for the
children I had the pleasure to observe. In particular, story time was one of my favorite activities of the
day. The children would have a reading teacher come in every other day with a new book for them to
read together as a class. Participation and answering open ended questions was a norm during reading
time. When having trouble answering questions, the teacher would provide students with cues or use a
different student for the kids to model. Rarely were the students asked a question that didn’t require
higher order thinking.
For my first lesson, I decided I wanted to use story time to target sequencing. With the help of
the classroom teacher, I was able to develop an age appropriate lesson plan that would promote the
elements involved in sequencing in a fun and interactive way. Throughout the course of the week I
introduced the students with the vocabulary necessary to understand the steps in a sequence. As a
group, we practiced sequencing in different settings. When it was time to line up for lunch, I selected a
line leader who was recognized as being first in the line. This served as practice because the children
made a connection between the vocabulary that I introduced and the way the line was set up using
those same concepts (first, second, third, fourth and last). By the end of the week, it was time for my
first observation and I introduced the story “Big Green Monster” which the kids loved. We read the story

together and the students were asked to describe how to build a monster in regards to sequence. The
methods I was able to observe during reading time truly made my lesson a fun and interactive one.
One of the most important aspects of education for me is social interaction. There is so much
that is acquired through social learning and at times there is not a big enough emphasis on social skills
when it comes to curriculum development; that
was not the case at Debbie Institute. Considering
that Debbie School is an auditory oral program, the
teachers use every situation as an opportunity for
communication and interaction. Practicing oral
language with teachers and peers is typical at
Debbie Institute. During language arts, the teachers
use acoustic highlighting to help the students sound
out words that they may have trouble pronouncing.
Scaffolding is part of every lesson and in particular
those related to reading and writing.
One particular activity that caught my
attention was one where words are read out loud and the child is to find the index card with the
corresponding word. This play activity was very effective because the children enjoyed using the
hammer to bang the index cards. When presenting new vocabulary, visuals are helpful in order to
promote the reading writing connection. The fact the words are being read out loud, along with the
index card serving as a visual, makes it easy to retain and learn the word.
Aside from social skills, the teaching methods used at the Debbie Institute incorporate skills
from other developmental domains as well. The hands on approach used by the teacher, presents

opportunities for students to work on motor skills. As seen in the picture above, students are working on
identifying words while also practicing their motor skills. Fine motor activities can be pretty challenging
at times; however, those activities served as opportunities for spontaneous language when requesting
for help from the teacher or peers.
Every child learns at his or her own pace. My clinical supervisor was very good at meeting the
needs of each individual child within each lesson. In the classroom there were certain students that
needed more prompting and guidance than others. Despite the difference in levels amongst the
students, the lessons never seemed stagnant
and there was not an instance where a child
seemed lost. Differentiated instruction is
necessary in order to create a positive learning
environment for everyone.

Everyone has his or her favorite subject and least favorite subject. Personally for me science has
always been my favorite subject. When I was in school I enjoyed activities that required students to be
physically involved and hands on. I naturally gravitated to science because many of the projects that I
was a part of growing up had a cause and effect aspect to it and the visuals involved in science projects
made it easier for me to retain information. Math has always been my least favorite subject. Whenever I
have the opportunity to teach math, I like to teach it the same way my favorite subjects were taught to
me. There is a way to teach every subject in a way that children feel engaged and genuinely interested in
the outcome of each lesson. I truly enjoyed being part of the math lessons at Debbie institute because
they were unique. Small and large groups were often used to practice mathematical concepts. This

interaction allowed the students to help each other while engaging in positive social interactions. The
hands on approach made a difference when learning how to interpret and develop graphs.
For my second lesson I decided I wanted to teach math in a fun interactive way. Considering that
developing graphs was being practiced throughout the week, I set up a lesson where the children would
be able to use skittles candy to set up a graph. In order to acquire the data for the graph we needed to
taste our skittles and determine which colors were our favorites. Although eating candy may not seem
as a huge interactive hands-on experience, it kept the children interested in a subject that they were
having difficulty with. The children were genuinely excited to find out which color was the most popular
and which was the least favorite. The methods I was
able to observe from my clinical supervisor allowed me
successfully implement a lesson that the children
enjoyed.
For my final lesson I wanted to target my favorite
subject. Science has always been fun to me and by the
last week of internship, I felt I had all the necessary skills
to develop and implement a lesson that the kids would
enjoy. My objective was to have the students identify objects that they think sink or float. Throughout
the course of the week, I used breakfast and snack time as opportunities to practice sink and float so
that they could become familiar with the concept. Whether pouring cereal into a bowl of milk or placing
ice cubes in the lemonade, the children had the opportunity to make predictions related to sink and
float.

Aside from observing the properties that makes
objects sink and float, creating a
hypothesis/prediction and testing for it was a
concept that the students were able to take away
from the sink and float activities. After all the, the
children were making predictions about the weather,
about what activity were they going to be
participating in next and even about the lunch that
would be served later. By the end of the week it was
time for our sink and float lesson and the kids were anxious to find out if the toy animals we selected
would sink or float. The lesson was a success and I was able to incorporate other skills such as character
building and critical thinking skills into our activity.
Overall my experience at the Debbie institute was successful one. I learned so many strategies
that I will be able to implement with the children that I get to work with everyday. I can honestly say
that my skills related to small and large
group instruction have improved
significantly. I feel like the children enjoyed
working with me as much as I enjoyed
working with them. It is unfortunate that
there aren’t many males in this field
because I feel that children enjoy the
perspective that male educators bring to the
classroom.

5 sections of Observation Tool
Interaction among teachers and children:
The interaction between the teacher and the students was always a very positive. The teachers
do a very good job of meeting every child’s specific needs, whether it is through modified instruction, or
graduated guidance, every child is addressed individually. The teachers encourage interaction and
provide opportunities for children to accomplish things independently. Something that stood out to me
was the communication between the students and teachers in regards to their feelings. The students
are encouraged to talk about what they feel and this helps children self regulate and ultimately
promotes independence.
Curriculum:
I felt that the curriculum was used was developmentally appropriate. The materials in the
classroom were age appropriate and the equipment was set up in a way that it did not interfere with the
child’s learning process. The use of the microphone to amplify sound is appropriate considering the
disability that the children in the class display. The activities assigned by the teacher were individualized
to fit the skill of every child in the classroom.
Physical Environment:
The environment is set up in a way that every child has his or her own space in the classroom for
personal belongings and materials. Considering that the classroom set up is very structured, the
students require little help when it is time to set up and clean up. Personally I enjoyed that fact that
every week we moved the classroom around according to what we would be learning that week. The
children enjoyed the change from week to week. It is very difficult to expect children to be compliant
when they are sitting for hours in a setting that is not favorable to them. The rearrangement of the

classroom keeps the children interested and also presents an opportunity for children to make decisions
and feel of value. Considering that I am a big advocate of learning through play, I was interested in
observing the children outdoors. Although the materials in the playground were safe and age
appropriate, I would have liked to see more items that create opportunities for interaction. Many of the
toys in the playground do not require more than one person to make use of. By having a ball, or a game,
children would be more willing to engage with each other and play together. Even if you do not have
additional play materials, as an educator, you can improvise and set up games that get all the children
involved.
Health and Safety:
Health and safety is at the top of the list in terms of priority in the classroom I was able to
observe. The students are monitored during play activities and they are under adult supervision at all
times. Even as an Intern, I was not allowed to stay by myself with the children for one minute. Hand
washing is never over looked for both children and staff members. Hazardous materials are always kept
away from the reach of children and I did not come across one incident where a child was hurt. As I
teacher, It is your responsibility to ensure that the environment in which your students are participating
in is a safe for everyone. My clinical supervisor was great at anticipating potential risky scenarios and
modifying lessons or activities to ensure the safety of everyone.
Nutrition & Food Service:
The food provided by the school is healthier than the options that I had in school growing up.
During lunch, children are supervised and the access to food or materials related to food is provided
upon request only by the teacher. At Debbie Institute, every opportunity is a learning opportunity.
Lunch time serves not only a place to receive a good mean, but it is also a place where pro-social
behaviors take place.

Core Competencies
Child Development and Exceptionality:
Everything in the Debbie Institute is set up in a way that children’s needs are met. The
instruction, to the materials used and even the lessons are modified in order to accommodate for
students being affected by hearing impairments. Some classrooms during the summer consisted of
typical children that served as positive role models. Despite the inclusion aspect of some classrooms,
every child was participating in activities that were appropriate to their age and cognitive level.
Assessment and Intervention:
The level of hearing deficit varies with each individual child. Some children have profound
hearing loss and others have mild. The materials and devices used to accommodate are different for
every child. For example, some students are encouraged to sit closer to the teacher than others. When
using the FM system to amplify the sound in the room, only those with profound hearing loss are
allowed gestural prompts while others are encouraged to practice adequate listening skills.
Families and Communities:
During my time at the school I was able to witness several interactions between teachers and
families. The parent-teacher relationship is very important because learning takes place in more than
one setting. There are situations that happen at the home that can affect the performance of a child in
the classroom. For children with disabilities, it is crucial to follow through with teachings and strategies
in all settings to ensure generalization. I felt that the teachers had a good understanding of what every
child’s situation is like away from the classroom.

Curriculum Development and Implementation:
Accommodations, teaching strategies, and differentiated instruction, all highlight the curriculum
that is used in each classroom. Developmentally appropriate lessons along with age appropriate
materials are part of the everyday routine at the Debbie Institute.
Culture, Language and Diversity:
As in every school, classrooms in the Debbie School consist of children from different cultures
and backgrounds. The teachers are cognizant of the language deficits that some children may have and
they do a great job of modifying their instruction to present the material in a way that the child is able to
understand.
Reflection & Professionalism:
Every professional working at the Debbie Institute displays a professional demeanor. They all
have one same common goal; providing a good learning environment for each child. Everyone has a
unique style of teaching, but all want the same outcome.
Field and Practicum Experience:
Working under the supervision of a very accomplished teacher was intimidating at first. Once I
started to build rapport with the students and take over the classroom, I felt comfortable. My clinical
supervisor was great at providing me with feedback which allowed me to grow during my time there. I
enjoyed the fact that she never turned down any of my ideas related to my lessons with the children.
Thanks to her, I was able to develop effective lessons that everyone enjoyed.

Accomplished Practices
Assessment:
Every morning the teacher would check to make sure that every childs’ hearing device was
working properly. Although this may not be a formal assessment, it is important to assess each child’s
level of hearing daily prior to instruction.
Communication:
Every child has a unique set of communication skills. Some children have a wide range of words
to use when communicating and others have a very limited repertoire. Due to this variability, the
teacher addresses each child individually based on his or her needs. Gesture prompts, expectant looks,
positive role models and spoken language are all used in the classroom to communicate.
Continuous Improvement:
The Debbie Institute provides weekly workshops that teachers can attend. These workshops are
very helpful and allow teachers to be up-to-date with everything related to education. Aside from the
workshops and staffing, the mailman center offers workshops every week on topics that are directly
related to the population that we see daily. Professional development is a big part of the Debbie
Institute.
Critical Thinking:
Every lesson and instruction consists of open ended questions that promote higher order
thinking. The students are asked to recall skills attained from previous lessons in order to incorporate
those into present activities. The hands-on approach at the Debbie Institute allows students to retain
information better and develop critical thinking skills.

Diversity:
The activities that the teachers provide are neutral and do not favor one specific background or
culture. In regards to learning styles, every child is taught in a way that is most beneficial to him or her.
Ethics:
The individuals working at the Debbie Institute displayed a professional demeanor at all times.
As I was preparing to take pictures of the children for my photo journal, everyone ensured that each
child was cleared to be photographed. The fact that everyone was aware of the HIPPA rules and
clearance regulations in regards to ethics showed that Debbie Institute takes pride in conducting
themselves in a professional manner.
Human Development & Understanding:
The teachers working with the students are well aware of the developmental changes that occur
in each child. Despite their disability, every child goes through changes that affect behavior and learning.
The staff is mindful of the fact that children are spontaneous and active. The expectations for each
student in set up by taking into consideration where they are currently at developmentally.
Subject Matter Knowledge:
Every teacher is very competent and posses a great understanding of how to present subject
matter to children affected by disabilities.
Learning Environments:
The environment at the Debbie Institute favors all children, both typical and atypical.
Modifications and accommodations are made daily to ensure that not one child slips through the cracks.

Teaching strategies, appropriate materials, communication devices, modified lessons and properly
trained personnel all make up the environment at the Debbie Institute.
Planning:
Every lesson is carefully thought out and extraneous factors are always taken into consideration.
One of my biggest take-aways from this experience is the preparation that needs to take place to
develop effective lessons and activities.
Role of the Teacher:
The role of the teacher is to provide a positive learning environment where children interact,
think critically, and apply what they learn. My clinical supervisor did an amazing job of keeping children
engaged and interested in lessons regardless of the subject matter.
Technology:
Smart boards, IPAD’s, FM systems and voice amplifiers were all very effective devices that
facilitated the learning process for the children in the classroom.

Photojournal.2014

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