This document contains field observations from an Exceptional Student Education (ESE) teacher interview. It provides insights into teaching students with special needs. The teacher has students with autism spectrum disorder, other health impairments, and intellectual disabilities in grades 1-5. Some students require assistance with daily living skills and have behavior intervention plans. Instruction is modified with a different curriculum, more time, repetition, and small group work. Parents provide input on students' abilities and future goals. While policy focuses on academic achievement, the teacher feels more time is needed for functional life skills to better prepare students for community interaction. Assistive technology like communication devices and Smart Boards are used to accommodate students' needs and facilitate learning.

1. Field Observations
Cristal D. Abraham
Intro to Diversity for Educators
EDF 2085-16458
Dr. Yasmin Qadri

2. Artifact #1
Cultural
To the right is a flyer presented at
the HSCF New Age Group Annual
Meeting. The HSCF New Age
Group is a diverse group of
religious leaders merging as a
United Brotherhood. Once a year
they meet and have discussions
based on the similarities of their
religions and how they unite as
one. Throughout the year they all
meet for friendly games and charity
events.

3. Artifact #2
ESOL
Below are a list of websites in
which the ESOL teachers within
Arbor Ridge Elementary use for
references as well as to help
students. To the side are previews
of two of the websites listed.
English
Forum

Brain Pop


4. Artifact #3
ESE
To the right is the first page of a
Pre-Filled IEP example. Do to the
privacy of the students the ESE did
not provide an IEP.
To see the full IEP Form click on
the link below:
http://www.adhdaware.org/assets/D
ocuments/sample-completedIEP.pdf

5. ESE – Extra Artifacts
Worksheets

6. Lesson Plan - ESOL

7. Cultural/Faith Diversity
Leaders preparing for
cultural presentation
Children of the Hindu Culture singing
their traditional hymns (Bhajans)

8. ESOL
Classroom bulletin and Lesson Plan
Students at work

9. ESE
Students at work
&
Classroom Set-Up

10. Exceptional Education Field Observation
Teacher Interview
Name of Teacher: Mary Powers
School: Arbor Ridge School
Grade: 1-5
Purpose: To assist future teachers with gaining greater understanding and insight into the expectations and responsibilities toward children with
Special needs.
1. What exceptionality do the students have? What grade level and what age are they?
• I have ASD (Autism Spectrum Disorder), OHI (Other Health Impaired, and InD (Intellectual Disabilities)
• I have 1st grade – 5th grade, ages 6 – 11.
2. What needs do the children seem to have that are unique to this group? Common to other children? What modifications in instructional approach
are made?
• I still have some students who are not toilet trained and require assistance in daily living skills, and also 6 students who are on BIP’s
(Behavior Intervention Plan). They have the needs in common with other students, such as, student achievement, safe learning
environment, and dedicated staff and teachers.
• They have a modified curriculum based on Next Generation Sunshine State Standard Access Points. They also get more time, less
work, numerous types of lesson delivery, repeated directions, and very small group instruction.
3. What recommendations does the parent have for you, regarding what you might provide for children who have special needs?
• Most parents work with the IEP team and provide information on the students’ abilities in all areas of their live, also provide input on what
they would like their child to be capable of in the future.
4. How have you been affected by the education policy directed at children with special needs. What modifications has the teacher made in teaching?
What do you as a teacher still feel is needed?
• A priority has been placed on academic achievements and test results, we now spend the exact same amount of time on
reading, writing, math, science and social studies as the general education classrooms. I have modified instruction and schedules to
include there subjects in my classroom. I feel that I need more time to teach functional social and living skills so that ESE students can
become better prepared for interacting with the community they live in.
5. What type of assistive technology do you use to accommodate the special needs of your students?
• We use assistive technology devices for communication, and we have a Smart Board in every classroom. This helps to present lessons in
different formats and facilitates their learning process.