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Running head: OBSERVING A SPECIAL CHILD

Timothy Jason Burton

EDUC 230
The Exceptional Child
April 25, 2015
Observing a Special Child

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Running head: OBSERVING A SPECIAL CHILD
Throughout the coursework of EDUC 230: The Exceptional Child, I was
enabled to engage in observation hours pertaining to monitoring a special child. The
coursework helped to prepare for understanding and handling the actions of a child
who suffers from any in particular disability. I was given the opportunity to sit in on
an elementary classroom at Eastside Elementary in Edinburgh Indiana. I observed
the classroom of fifth grade teacher Cole Zook. I observed the behavior and
characteristics of a male student, (J.B.) whom suffers from ADHD. The child is
currently eleven years old.
Cole discussed and walked me through the students IEP. The student
surprisingly had been successful in most endeavors. The IEP mentioned that the
student had a strong desire to succeed in the classroom despite his disability. I find
that to be very refreshing knowing that a student who suffers from a disability
strives to be successful in the classroom. The behavioral aspect is the first topic that
Cole explained. The student had issues with maintaining focus on task and often
blurted out unrelated statements throughout the class. The IEP listed one goal that
the student would try to achieve would be to consistently raise their hand when
wanting to speak within the class. The student was also required to sit in the front of
the classroom near the teachers desk to ensure they stayed on task throughout
independent class segments. Cole explained that the student often lost focus
regardless of what activity the class were engaged in. Cole, along with the principle
and the students parents, created a daily behavioral chart in which the student
were to carry with them at all times. The system was a day by day, broken down by
segments, behavioral chart that were to be monitored frequently throughout the
day. For instance, if the child was successful in staying attentive and followed
directions during class reading time, then the teacher or supervisor would put a

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Running head: OBSERVING A SPECIAL CHILD
satisfactory check on that segment of the behavioral chart. The chart would be
copied and sent home at the end of each day for parent knowledge and record. At
the conclusion of the week, if the student were successful in eighty percent of
classroom behavioral segments, the child would be rewarded with an incentive at
the end of the day Friday. Cole explained that this method was the best method to
keep the student, teacher, and parents all on the same understanding. The student
could monitor their own behavior and essentially help themselves. Cole also
mentioned that there were days in which he would design activities for the entire
class that would allow them to engage in hands on activities to help J.B. stay
attentive and process material. The student was sent to the office each day after
lunch to receive his medication to cope with this disorder. The explanation of the IEP
and process for evaluation described was very beneficial to my understanding of
this particular student.
ADHD or Attention Deficit Hyperactivity Disorder, is a disorder commonly
diagnosed in children that appear overly hyperactive within a classroom setting.
This disability is a developmental neuropsychiatric disorder in which there are
severe problems with normal functions such as retaining attention that cause
attention deficits, hyperactivity, or impulsiveness which is not appropriate for a
person's age. The disorder can be very disruptive within the classroom if not
managed appropriately. The students symptoms of this disorder can not only
negatively affect their own perception of conveying material, but also disrupt the
ongoing learning of the other students in the classroom. The disruptive behavior can
result in negative impacts of other students behavior as they witness the actions of
the disability labeled child. For example, many students with ADHD find it extremely
difficult to engage in independent class time. A teacher may give an allotted

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Running head: OBSERVING A SPECIAL CHILD
amount of time for students to research and write over a particular topic. The ADHD
student may find it difficult to stay on task and may begin to act out. This behavior
not only interrupts the childs own progress, but disrupts the thinking process of
other students whom are working.
Many ADHD students are required to follow their own individualized
behavioral plans. Some educators force these diagnosed children to follow
behavioral plans with the warning of punishment for negative actions. Others will
enforce positive behavior through a system involving incentives for positive actions
within the classroom. There is no one correct method for monitoring the students
behavior as each student is completely different from one another. An educator
must research and test out their own methods on the student to assess what works
best. My particular student I observed was required to carry a behavioral
management sheet around with him throughout the day. The sheet consisted of the
day being broken down into segments of detailed explanation. For instance,
segment three is specials (music, gym, art). The student would be evaluated by the
supervisor of that particular segment and the student would be given a satisfactory
check for positive actions and a negative mark for wrong doing. The student would
be rewarded for consistent positive behavior at the conclusion of each week.
Cole is a great teacher in dealing with his students. He is considered highly
effective by the school corporation for his classroom results. Cole understands and
finds way to connect with each of his students within the classroom to establish a
trust and respect level. He deals with the issues that come with students with
disabilities very well. Cole finds ways to incorporate productive environments for his
disabled students into his everyday lesson plans. Activities that involve all the
students and meet all of their individualized learning styles is a huge chunk of his

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Running head: OBSERVING A SPECIAL CHILD
planning. He forces students with disabilities to engage with their peers and to stay
focused on the material by attacking the students weaknesses and showcasing the
students strengths. I was very impressed with the way his activities allowed
students with disabilities to remain engaged with the rest of the class. For example,
they played a classroom material version of jeopardy in which the students were
split into teams. Rather than the student with ADHD being thrown onto a team and
completely loosing focus, he allowed the student to read the question card and with
Coles help, determine if the classmates answer was correct. This forced the ADHD
student to remain engaged as he read the question out loud, and then interpreted
the answer to that same question. This reinforced a topic that the student may have
missed out on before due to his disorder. Activities such as this were one of the
many observation notes that I kept for future classroom settings.
Throughout my observations and throughout this course I have learned that
disabilities are all around us. I have learned that there are more students suffering
than meets the naked eye. I have learned that regardless of disabilities, each
student is truly different and unique in their own way. I feel as though this course
will be very beneficial and help me in aspirations of being a successful educator. I
have learned that no matter where I end up teaching, there will always be students
that will need special assistance. Most importantly, I have learned that a child who
suffers from a disability is truly an exceptional child.