Alexandra Salgado

Field Observation

EDU 203

Elizabeth Hudson

December 2, 2017
 Summary

This semester I was fortunate enough to be placed in a Primary Autism classroom. It was

my first time in a special education classroom and my first time being around children with

autism spectrum disorders. I would be lying if I said I wasn’t nervous at first, but the

nervousness didn’t last very long. My cooperating teacher, his aide, and his student teacher were

all very welcoming and informative. The students were also very welcoming. The class consisted

of eight students, seven boys and one girl, but I didn’t get to meet them all until maybe my third

or fourth visit. A lot of the times one or two students would be absent. Out of the eight students,

three were kindergarteners, four were first graders, and one was a second grader. Second grade is

the highest grade that can be in that class, so one of the teacher’s biggest goals is to get the

students prepared enough to go into a general education classroom by the time they get to third

grade so they won’t have to switch to a school that does have a Primary Autism classroom for

higher grades.

I quickly noticed some of the things Gargiulo had mentioned in the Autism chapter. The

students didn’t exactly fit the stereotypes portrayed in movies and shows I had seen. He also

mentioned that according to the CDC the risk for ASD is higher in males than it is in females,

which I felt was presented well in this classroom since there was only one female. I also noticed

some of the characteristics described in the book. For example, all the students showed deficits

in social interaction but to different levels of severity. A few of them also exhibited repeated

body movements. The little girl seemed to also have an affective disorder because she was often

giggling by herself for no reason. I was surprised to see that a couple of the younger students had

a lot of trouble cutting with scissors. The teacher and the aide had to battle with them every time

they had to cut something. As far as intellectual functioning goes, they were all at their grade
level or higher. It was actually quite fun to see them read and do math. One of the first graders

was doing third grade math and his reading skills were also great. He and the second grader both

spent about an hour each day in a general education classroom. They and the rest of the students

would all get pulled out individually throughout the week to work with the occupational

therapist; and a speech therapist would come into the classroom once a week to work with them

in a separate office.

I didn’t really know what to expect going into my first autism classroom, but I was

pleasantly surprised. The teacher has created a great community. He is clear about his

expectations and you could tell the students were aware of those expectations. He really knows

how to interact with each student in a way that is most fitting for each individual student. He

knows their personalities very well, and his own personality is fun and laid back but also stern

which keeps the power on his side but also allows the students to connect with him. He is very

patient and calm with all the students. The students also contribute to the community the teacher

has created. They all participate but it depends on the kind of day they are having. Some days

some of the students would be grumpy and would need to be pushed a little harder for them to

participate. It also depends on the activity. There were some activities all the students clearly

preferred, and some that only certain students liked. For the most part, the students always

seemed engaged in the lessons and activities. They had a routine as soon as they walk into the

classroom and they didn’t stray from it. The class usually started with the students sharing what

they had done the previous night. After they had all taken a turn they would split up into small

groups. I had imagined that transitions would be messy but I was wrong. Between each transition

the teacher would give the students a small break to play and would set up a timer. As soon as

the timer would go off the students knew it was time to clean up and move on to the next
activity. They would clean up fast and grab whatever materials they needed for their next

activity. They never complained about having to put away the toys, or asked for more time.

My favorite days were the days when all eight students were in the classroom. It was nice

to see how they all interacted with each other. It almost seemed like a different classroom

environment with all the students present. Overall the class was a lot more organized and calm

than I expected a primary autism class to be. Whenever one of the students would get upset they

didn’t stay upset very long and I never really saw any of them have big melt downs. When they

did get upset they would fix their attitude on their own. They already knew that a bad attitude

was not acceptable and that they wouldn’t get what they wanted if they continued to behave

badly. It was interesting to see how the teacher would let them solve their problems on their own.

As a mom, there were times when I wanted to run up to them, hug them, and fix whatever was

making them upset but I had to remind myself that they don’t learn by having someone else fix

things for them.

This was a great experience I never expected to have. I learned a lot about the education

system and about special education. Like I mentioned before, I had no experience with special

education or autism so it was especially great getting to observe and spend time in a primary

autism classroom. My only complaint is that my time there was so short. I think ten hours is not

nearly enough time. I also would like to be able to observe closer to the start of the school year to

be able to see how the students learn and fall into their routine. This experience has further

sparked my curiosity about special education and autism spectrum disorders.

 Assignment 5 (Cooperating Teacher Interview)

Question 1: What was the primary reason you became a teacher?

To do something more meaningful.

Question 2: What are the main challenges you face as a teacher?

Expectations keep changing and not enough resources to meet the expectations.

Question 3: What is the best part of being a teacher?

I get paid to play all day and seeing how happy the kids get when they finally get

something.

Question 4: How do you determine where students sit in class?

Question 5: How do you determine the members of any flexible groups?

Students are grouped by ability instead of being in rows and their desks are set up in a

spot where they can all see most of the room.

Question 6: Beyond standardized testing, what assessments do you use regularly?

I use core phonics and Aims Web weekly. I also use general work samples and IEP

progress reports.

Question 7: What requirements are placed on you for reporting progress to parents?

Quarterly progress reports and IEP progress reports.

Question 8: How often do you interact with a student’s parents in person, and what type of

discussions do you typically have?

I interact with about half of the parents daily and the rest only once or twice a year. We

discuss upcoming events, behavior issues, wins, and good days.

Question 9: How much grading do you complete on a daily/weekly basis?

I do 6 to 8 grades per student per week.

Question 10: How long does it take to prepare lessons for the day/week?

A standard lesson takes a couple of hours for a week and special lessons take a bit more

time.

Question 11: What procedures or strategies do you use to maximize instructional time?

I use centers and individual work designed for each student’s IEP goals. I also prepare the

students ahead of time and give them breaks.

Question 12: What positive reinforcement programs have you had success with, and what

behavioral consequences seem most effective with this group?

I use class dojo so the students can give themselves points when they are on task or

working hard. I also use token boards and social praise. For a consequence, I take away a break.

Question 13: How are specialist teachers involved in the instructional planning process?

Depends on the specialist. Some will incorporate our lesson plan with theirs.

Question 14: How often are you evaluated, and what measurement tool is used by the

administration for determining your teaching performance?

I receive one formal evaluation a year and I am observed every two weeks. The

administration uses the NEPF standards.

Question 15: What consequences are there if your evaluation is not favorable?

I could go back to probation for 2 to 3 years. If a teacher is still on probation they won’t

get a contract and won’t be allowed to transfer to another school.

Question 16: What types of support do you receive instructionally, financially, or professionally

from the school, parent organization or school district to enhance instruction?

Instructional coach available at school. I also have a budget for the self-contained

classroom.
Question 17: What surprised you most about teaching as a profession?

Teachers have no idea what is going on in other classrooms. Teachers don’t enforce

classroom management enough.