Ericka Armstead

EDSP 404
November 5, 2018
Student Inquiry Project
The more I am introduced to Special Education and the many diverse disabilities that my
students might have, I find that I still do not know much. Simply sitting in class and learning
about it from textbooks will not equip me with the tools that I need to make effective change nor
help my kids that might struggle a little more than others in my classroom. In doing this project I
will be able to try methods that I have learned from an interview, the text and my teachers and
apply them to a lesson that I will construct. This will, in turn, assist me in the future for a more
successful teacher.
Task A (Dublin Middle School—Brayndon Sayers, November 1, 2018 at 10:00 Am)
 What special education services or supports do the students you serve receive? If there is
a paraprofessional in the classroom, how do they support students with disabilities?
o “Some of the students receive the benefits of the VAP program [Those with sever
cognitive disabilities] and others—those who might not have disabilities-- are
pulled out into reading classes. More and more the system is moving towards an
inclusive community where those students are included in the general classroom.”
o “Paraprofessionals help the teacher uphold the demands of the IEP or 504. For
example, they may read one on one with students for a test to helping the students
stay on task and organized.”
 When I prepare to teach a lesson, how should I adjust my lesson plans to meet their
needs? Do you have any information to share about these students that might help me in
my planning and teaching?
o “Always have a good routine for the children so they can get used to a certain
flow. I also try to provide visually stimulating projects and activities, movement
into lessons to keep them interested. There are times that… if I can find a video
relevant to the lesson, I will also play those. Big font! Big font will also help them
on worksheets.”
 What modifications or assistance do these students need or get when I give a test?
o “Student one usually does well when you break the test up into sections and
perhaps take a rest. As for student two, I usually try to get him to take breaks as
well but with a little exercise to get out all of the tension.”
 Are there any behavioral or emotional issues I should be aware of, and what are the best
strategies for addressing those?
o “Student one is really attached to his parents, so he might be dependent on you as
a teacher, looking for you to give him the answers. Be patient with him.”
 o “Student two has struggled in his household but his father is a free spirit, so he is
likely to be less ‘clingy.’”
 What does the IEP say the general educator or classroom teacher is responsible for?
What does the general educator do on a regular basis to meet the needs of the identified
students?
o “Follow the IEP and use what time you have to study them, so you can provide
the accommodations listed. Whenever they devise a lesson plan the teacher should
have everyone in mind. Usually the accommodations are really upheld when they
are being assessed.”
 What are the ways you collaborate with the general educators, or wish you could
collaborate, to support students with disabilities?
o “I talk to them about it [ideas for assignments] and try it out at least once.”
 I then asked her if there possibly any way to “ween” the kids off
accommodations, for example, read alouds.
o “Only try that out when you have in class assignments, I wouldn’t suggest that
when it is a graded assessment. Use your better judgement.”
Task B

 How frequently is a special education teacher and/or paraprofessional present in the

classroom?

o My para is in my room every day of the week for two out of the three blocks the
entire class period.

 Are collaboration and/or co-teaching occurring in the classroom? If so, provide

examples. If not, do you think it is needed? Explain your response.

o No. Recently I have been tasked with teaching a unit that I am no co-teaching
with my teacher. Our paraprofessional monitors her students and helps them
whenever needed. Honestly, the students are doing great with the system we have.
Remediation is a classroom need, not just for the particular students with IEPs,
but with students who do not.

 How are special education services being delivered to the identified students?

o Some students are being pulled out for a half hour during class to their reading
groups and the other students are being helped by either the para, me or the main
teacher. We usually sit down with the student and initially ask them if they have
any questions and then proceed to read an restate the questions on the
worksheet/assignment if asked.
 How are accommodations and/or modifications actually being provided to the identified
students?

o My cooperating teacher does an excellent job at providing clear instruction and

setting up a daily routine. All the students know the expectations for assignments
and what each assignment every well will entail. That is why, other than minor
questions on new content, almost every student succeeds in getting work done
perfectly. Those who have IEPs are given opportunities to sit down with one of
the three adults if they need help with reading or understanding a particular
question.

 What observed practices would you incorporate in your own classroom? How might you
support students with disabilities differently if this was your classroom?

o As I’ve previously stated, my cooperating teacher provides a great example of

creating lessons that are plain and understandable. Everyone knows what to
expect during the time in the classroom and there aren’t usually any deviations
from routine. This set-up helps those who might be uncomfortable with change
and prefers a clear-cut direction. However, I personally find the setup quite boring
and monotonous every day. I would like to find a balance between routine and
switching it up with fun activities that can keep the entire class engaged and
excited about English. The struggle will be in finding a way to meet everyone’s
accommodations.
Task C
Candidate Name: Ericka Armstead Date: October 31, 2018 Grade Level: Eighth Grade
Lesson Title/Topic: Verb Consistency (A Spooky Halloween)
Standards: The student will edit writing for correct grammar, capitalization, punctuation,
spelling, sentence structure, and paragraphing.
b)Use and punctuate correctly varied sentence structures to include conjunctions and
transition words.
d)Maintain consistent verb tense across paragraphs.
Specific Observable Objective(s):
Using the right parts of speech.
Essential Vocabulary:
Verb-a word used to describe an action, state, or occurrence, and forming the main part of the
predicate of a sentence
Participles-the form of a verb, typically ending in -ed in English, that is used in forming perfect
and passive tenses and sometimes as an adjective
Assessment: The teacher candidates will informally assess student’s ability to identify and use
techniques for grammar (verb consistency) using the following criteria: (1) Having at least two to
three sentences with at least one verb and another part of speech used correctly (2)
Student Considerations:
The teacher will adapt the lesson based on specific students needs, by helping students think of a
story or identify varying parts of speech for the mad-lib portion.
Instructional Resources, Materials, and Technology:
Document Camera
Computer
Whiteboard
Verb Worksheet
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time)(5mins)
(1) Reviewing Verb Tenses and Usage
-We will review the proper procedures for Past, Present, and Perfect tenses with the class.
(2) Activity with Common and Irregular Verbs
 -Fifty most common verbs and ask the class
The Middle: (Specify time)(10 mins)
(1) Examples for Madlib Activity
-We will share with the class examples of the Madlib activity that will prepare them for
the final activity.
(2) Class Activity: Madlib Worksheet
-We will pass out the Madlib worksheet for the students to complete along with us and in
partners.
The End (a.k.a. Closing): (Specify time)(15 mins)
(1) Group Creation of Halloween Madlib
-we will have students in groups of two or three write two sentences about Halloween
with at least one of their sentences will be missing a verb and another missing a part of
speech.
(2) Questions

After teaching the lesson, I asked the students what they liked and didn’t like about the lesson
and Ii received nothing but positive feedback. I think the relevancy of the holiday and the time of
the lesson helped to make it more exciting. The main problem I face while doing this was some
of the students’ difficulty in recalling what part of speech was identified. I would probably try to
do a quick review on the main parts of speech to help them. I learned that utilizing the events
happening around the students can channel all the excitement into an effective and fun learning
environment. I also learned that you can create a lesson that doesn’t single anyone out and that
doesn’t target specific accommodations and all the students do not feel as if they are ahead or
being “held back”. In the future I will use this experience to write all my lesson plans so that I
may become an amazing teacher.