Documente Academic
Documente Profesional
Documente Cultură
Dr. York
SPED 511-01
6 December 2016
Diversity Project
General Information:
During the Fall semester of 2016 I have completed 10 hours working with a school-aged
student that has been identified with a learning impairment under the supervision of a licensed
teacher. These hours were completed in Girard, KS. The school that my student is enrolled at is
R.V. Haderlein and the principle is Mark LaTurner. While I completed 10 hours with a school-
aged student I was under supervision by Mr. Ferguson who is the Special Education teacher for
grades 3-5. Throughout this project I will refer to the student that I worked with as Student A.
My time spend with Student A was spend mainly in the resource room and daily walking laps
around the school hallways. To get an idea of the amount of students enrolled at R.V. Haderlein
Elementary, there are 485 students currently enrolled and this will be relevant as I will next tell
you some information about the demographics of the building. The demographics relating to
gender are fairly even with the building being composed of 53% male students and 47% female
students. This percentage has stayed steadily the same for the past 5 years. The students at R.V.
Haderlein are 86% White, 7% Hispanic, 1% African American and 5% other. This shows that the
area is mainly Caucasian and there is a fairly high percentage of Hispanics in the area, which
tends to reflect that there are fairly low-economic areas in the community. To be exact, 53% of
the students at the elementary school are considered economically disadvantaged. On the other
hand there are about 47% of students that are not at an economic disadvantage. Since I spend all
of my time in this building with a student with a form of disability, I thought I would look at the
some kind and 91% do not. This percentage of students has declined in the past 5 years. I also
looked at the assessment percentages in the school building compared to the district as a whole.
In 2016 R.V. Haderlein had 41% of their students score at grade-level on math state assessments.
Compared to the district percentage of 44%, they are fairly the same. The school building had
17% of their students scoring below grade level on math assessments compared to the district
percentage of 28%. 34% of students at this Girard elementary school scored above grade level on
their math assessments compared to the district level of 23%. The ELA scores were very similar.
39% of students scored at grade level compared to the district percentage of 41%. In the below
grade level category R.V. Haderlein had 15% of their students in this category. The district had
almost 20% in this category! And lastly the building had 32% of the students score above grade
These demographics are important to know as I am reflecting on the time spend with
Student A for 10 weeks. Student A is a 5th grader at R.V. Haderlein. Student A is also Caucasian
and on free and reduced lunch. Student A is 10 almost 11 and states that he enjoys recess and
playing games on his iPad. The time I have spent with Student A was always under supervision
of Mrs. Ferguson, the resource teacher, or Student A’s para. Before I met Student A I was told by
his general education teacher that I would work with him every Friday Morning which is his
math time in the resource room. I was also told by his general education teacher that Student A
has an IEP but does not have a clear diagnosis at the moment, it is still being reviewed. Student
A talks VERY fast, blinks constantly and seems to have a hard time focusing on what is going on
in the moment.
Journals:
9/30/16:
Today was my first time meeting Student A. I went to his general education classroom to
meet with him and his general education teacher and was introduced. Student A was hesitant to
me at first and did not seem to make eye contact when we were introduced. Student A walked
me down to the resource room where I was introduced to his para and Special Education Teacher
Mrs. Ferguson. Mrs. Ferguson explained that every morning from 8-9:30am they work on math
with Student A. This included walking laps around the school building practicing math
flashcards. I walked 2 laps with Student A and Mrs. Ferguson to understand their morning
routine. I first noticed that Student A spoke very fast, fast enough that it was so hard to
understand unless listening very carefully. When presented with flashcards, while walking laps,
Student A seemed to blurt out the first answer that came to mind quickly. Mrs. Ferguson had to
tell him to “Slow down and repeat that answer for me.” 5 out of the 20 flashcards. If I were the
one administering the flash cards, I would have had to ask him to repeat his answer 20 out of 20
times since I am not used to his quick speech. After walking laps, I watched the para and Student
A start on a math worksheet as the para followed along in the book with him. Mrs. Ferguson
worked with other students 1v1 during this time. Today they were working on triple digit
multiplication and the para made deals with Student A when he seemed to be tired of working
out all the problems and made a deal with him that he could use a calculator on the last half of
the questions. When Student A was asked by his para what “7X8=” Student A said “I don’t
know.” or “I don’t get it.” 8/20 problems. Today I just observed to get an idea of their morning
routine and was introduced to some of Student A’s needs and areas of improvement.
10/7/16:
Today I walked laps with Student A around the building to start off our morning. When
we entered the resource room Mrs. Ferguson directed Student A to grab 2 stacks of math
flashcards for us to flip through as we walk laps. I was then told by Student A that as we walk
around the school halls, we are to fill out his water chart. This is an every morning task to keep
Student A focused on a task as we walk. Student A carries his clipboard with his water sheet and
as we walk past the water fountain stations he logs the amount of gallons of water that are
displayed on the digital screen. As we talked laps today I had to ask him to repeat his answer to
the flashcards 8/20 times as he replied his answer. Student A seemed to get frustrated when I
asked him to repeat 3/8 times I had to ask him. Student A seemed to enjoy leading me around the
halls as he instructed me which water fountains he needed to record. As we made it back to the
classroom Student A directed me to write the calculations on the board for him to subtract the
previous day’s amount from today’s amount. Student A seemed to follow a strict morning
schedule and was very directive when asking me to write the numbers on the board for him to
calculate. After his morning tasks were complete we started on a math worksheet that the para
insisted we work on. Student A’s para worked with another student in the classroom since Mrs.
Ferguson needed to go to an appointment. As I left the room for the day Student A did not seem
to show any emotion. His para insisted he say thank you for working with me and have a good
weekend. Student A replied shortly with “Have a good weekend.” and did not look up from his
iPad to do so.
10/14/16:
Today was a normal day for Student A and I. We did our normal walk around the school
halls and filled up his water bottle as we wrote down the daily calculations. Student A seems to
be getting more comfortable with me after my third week with him. As we walked the halls this
morning I saw signs around the hall that was advertising a Halloween block party tonight. I
asked Student A if he was going and he said in an excited tone “Yes I’m going with my dad and
brother and cousin.” I asked him what he was going to be for Halloween and he said with a big
smile on his face “A minion like my pajama pants.” Today they were celebrating in his general
education classroom and were allowed to wear pajamas. Student A was very excited to tell me
10/21/16:
Today as I got to the school early and met Student A in his general education classroom. I
walked in and Student A immediately made eye contact with me but did not say hello. I said
hello to him and he replied shortly with “Hi.” and then stopped eye contact and looked down at
his desk. Student A seemed to get nervous or anxious when I started a new conversation with
him. Student A was sitting in a special chair that had a rounded edge on the bottom so that as he
sat his bottom on the flat part, he could swivel around on the rounded part. Student A seemed to
be very occupied with this seat. I looked down and noticed he also had an elastic band across the
legs of his desk at the bottom. Student A bounced his legs on this band as I was coming into the
room this morning. As we walked into the room Mrs. Ferguson explained to Student A that he
was going to do some testing today with “a nice pretty lady”. Student A had a confused look on
his face but agreed and went into a back room with the lady. I joined them and observed. The
Lady doing the testing was very encouraging to Student A. She stressed to him that “If you do
now know the answer it is perfectly okay, just tell me you do not know.” After being asked 5
questions Student A paused and said “I don’t know.” with a soft voice and a slightly scared face.
The lady stress that it was perfectly okay and they moved on. 6 questions later Student A said “I
don’t know.” to another question and did not hesitate to make the statement. During this testing
the lady asked Student A to describe the members of his family at home. Student went on to say
his mom, dad, brother, 2 cousins and his dog. Student A then said “Dash, but not duke anymore
because he died.” I thought this was interesting because he strictly made it prevalent that the lady
know his dog was part of his home and that one died recently.
10/28/16:
Today was my fifth time working with Student A. Student A was eager to see me this
morning and first thing told me “We are going on a field trip today.” This is improvement from
the past weeks I have met with Student A in the morning to walk to the resource room, because
he seemed to be eager to tell me about his big day. Student A told me “I have to bring my lunch
today.” in his voice, fast paced. I can tell that I am getting better at being patient with Student A
and giving him time to state what he wants to say and allow myself time to process what he
quickly just said. Last week Student A had testing and the lady brought back a strategy to use to
slow down his speech. The strategy is to tap his hand on his side with every word he pronounces
to allow him time between each word to produce a fluid sentence. The testing lady said to
Student A “Doesn’t this sound much better Student A?” and Student A replied “Yes.” The lady
also said “It helps Student A sit with a closed mouth instead of an open mouth when he is
relaxed.” “Student A, Doesn’t that look much better?” Student A replied “Yes.” and nodded his
head with a half-smile. As I was walking laps with Student A this morning I only had to ask him
to talk/tap out 2 sentences during our 10 minute walk. This is a strategy that the testing lady
asked me to enforce with Student A when he seemed to be talking too fast. I believe that Student
A gets ahead of himself and seems to not have enough time to get out what he wants to say quick
enough, therefore he speaks so quick and mumbles his words together, making it difficult to
understand.
11/11/16:
As I met with Student A today, we walked together down the hall to the resource room
where he meets every morning. Student A knows his Friday morning routine with me know and
went straight to get his clipboard which head his water log chart and then grabbed a set of
flashcards to practice. One thing I have noticed during these 6 weeks is the Student A always
picks the same set of flash cards and when I asked him to choose a different one he says “No,
they are too hard.” As we start our laps around the building I state and idea to Student A and say
“Instead of adding doubles today, we are going to do the number multiplied by 5.” Student A
immediately replies “No!” and states “I don’t know how to do that.” I see this as him not
wanting to try hard and that he wants to stick to doing addition because it is easy. After we did
our laps we headed into the classroom to start our math problems for the day. Student A looked
at me when we got into the classroom and said “Squirts.” I was very confused and asked him to
repeat. Student A said the same thing and then the para pointed to the top of the file cabinet and
said “Once Student A is done with his morning routine he gets 4 squirts of water flavoring.” This
shows that Student A strongly relies on his routine and does not like for a step to be missed.
Student A drank his full water bottle with the flavoring in it right away. The para had to tell
Student A to slow down and to put down his drink multiple times because he could not stop
drinking it.
11/18/16:
Today was the 7th time I got to work with Student A. After we did our morning laps and
water calculations we returned to the resource room and met with Mrs. Ferguson. This was the
first time I got to see Student A and Mrs. Ferguson interact together because she is usually
helping another student since Student A is self-sufficient and I am there to work with him on his
math. Today I got to see Mrs. Ferguson track Student A’s math progress. The categories were
addition, multiplication and division. Mrs. Ferguson says that she tracks his progress periodically
and sees if there is an increase in his scores or decrease compared to the previous time. Student
A improved in all of the areas therefore he knew that he would receive a prize, which was candy.
Student A showed me his treats “Fire ball candy” he said to me. I told him that I did not like fire
balls because they were too hot and he said “I love hot candy!” I liked the idea of tracking his
progress and the way she did so was by adding a sticky note to the bulletin board that had his
previous progress. On the sticky notes she would state the category and draw and up or down
arrow to show his progress and then state the number level. Student A seemed eager to see Mrs.
Ferguson track his progress because he stared at her intensely as she drew the up or down arrow
and was excited when he saw the up arrow because he would get candy.
12/2/16:
Today was the first time I saw Student A after Thanksgiving Break. I got my hair cut
over break and the first thing Student A said to me when I saw him was “Your hair.” I was
surprised to see that he noticed and so quickly. Today we did our normal math laps and then
Student A was supposed to do some math testing on his iPad but it was not cooperating so we
got to play a math game together. The math game was like scrabble and Student A said “This is
my favorite came, I am so good.” Student A got the game out all by himself and set the game up
for myself and him. Student A was supposed to make a math equation and I was then supposed
to solve it with the tiles I had on my stand. Student A started making an equation but made a
super long equation that did not make sense. The equation looked something like this. “3X4-
6+7-9” I told Student A that it was an incorrect equation but he insisted that the goal of the game
was “To use all your tiles and make the biggest equation across the board to get points” I played
along and made and equation that was less than his. He got excited and smiled and laughed while
saying “I won!!” Mrs. Ferguson and the para’s in the room had to say “Shhhh other students are
12/9/16: Hour 1
This Friday I chose to spend 2 hours with Student A to finish my diversity hours, but I
did not tell Student A I would be staying extra to see what he would do. For my first hour with
Student A we did our normal routine which consisted of walking the halls, writing down the
water calculations on our log and practicing doubles with flash cards. As we were walking down
the 1st grade hall we ran into a little girl. Student A said “Cousin! That’s my cousin!” When his
cousin got closer he said “Give me a hug Cousin” and looked up to me to let me know it was his
cousin. Student A’s cousin said “Hi Student A” and gave him a hug. Student A told me “She is
in 1st grade.” After knowing that he had a cousin in the building I asked him if he had any
siblings, which I knew he did. Student A said “ I have a brother in 7th or 8th grade” and I asked
him if he had any other siblings that lived with him and he said “I have a brother but he got
kicked out of school.” I asked “Why” and he said “because he is lazy.” I asked Student A what
grade his brother that got kicked out of school was and he said “High school” This conversation
gave me an insight of his home life and what his siblings are like in school.
12/9/16: Hour 2
During the extra hour that I got to spend with Student A we were working on a math
worksheet. As we worked on the worksheet for a solid 20 minutes he asked to take a break. I
asked Mrs. Ferguson and she said that he would work on a few pieces of his puzzle to take a
break. Student A jumped up quickly and started working frantically at fitting pieces in the
puzzle. After he got 4 pieces put in I told him “Okay Student A, let’s do 5 more math problems
and then we can go back to our puzzle.” Student A kept working franticly and said “One more,
one more.” Mrs. Ferguson heard him and saw how diligently he was working at the puzzle and
told us that we could work on the puzzle together for the remainder of the time I was with him. I
noticed him working very hard and did not have a strategy to how he was picking up pieces.
Student A would just pick up a piece and try it everywhere he could see. I let him in on a secret
strategy and told him to group the colored pieces that match. This helped him and he got 4 pieces
in a row! When he did so he got so excited and said “Yes! 3 in a row.” But did not pick his head
up from the puzzle board. As I left today I said by Student A and he actually replied and said
“Bye.” Then his para said tell her to have a good weekend and thank you and he did after she
told him.
Key experiences:
One specific skill I worked on with my diversity student was talking and tapping. This
skill was to help Student A with is fast speech and leaving his mouth open when sitting. I
was very excited to practice this skill with Student A because it would allow myself the
chance to help him focus on his speech and it would allow myself to understand him
better and not ask him to repeat as often. We mainly worked on this skill when myself or
another teacher noticed he was speaking too fast and asked him to repeat what he said
with tapping. 90% of the time Student A was easier to understand compared to the first
2. Skill levels of the student and or specific problems experienced and how you
The only major problem I had with my student was an everyday occurrence. I struggled
understanding some of his speech because he talked so quickly. This specific problem
was handled nicely when Mrs. Ferguson gave us the strategy to tap and talk out his
sentences I had trouble understanding. Student A had practiced this with his teachers
before and did not have a problem doing this with me. I thanked Student A for being
patient with me and after 6 weeks he did not sigh when I asked him to tap and talk and
3. Experiences you had with your student other than tutoring type activities.
I got to observe my student on the playground for recess when I was with my clinical
experience students one day. He enjoyed swinging on the swing but did not interact with
his peers during the time I saw him. I also played a fun math game with Student A and
we did not focus directly on math, but it helped with practicing equations in a fun way. I
also got to put together a puzzle with Student A and he seemed to really enjoy that
activity.
4. Materials collected, adapted, made or were given by the teacher to use in working
I was not given any materials to adapt with my student, but I was given the strategy of
tapping and talking to reinforce slowing down Student A’s speech. This accommodation
really worked well for Student A and I since I had to ask him to repeat so much. This
stemmed from not spending very long with Student A every day. The results were that
when I first started asking him to tap and talk out his sentence when I could not
understand he would sigh loudly and then do as I said. As I asked him to do this more
often it was second nature for him to just do it to help me and not sigh.
One specific interest my student has is doing puzzles. When Student A works on puzzles
he is totally zoned into the pieces and has a hard time stopping. This shows that he can
have intense focus on something that he is interested in and can manipulate. When
Student A would get on a roll and place 2 or more pieces in the correct spot in a row he
Final Reflection:
Spending 10 hours with a student with special needs was a big eye opener to me. I had
worked with special needs students before but not for this long of a time to see a direct impact in
the time I spend with Student A. I enjoyed doing this project because it allowed myself time to
bond with Student A and really understand his strengths and struggles as a student with special
needs. I did my best to make Student A feel comfortable with me and to not treat him any
different than I would an average student in a general education class. I have developed a great
appreciation for resource teachers like Mrs. Ferguson and admire her for the patience she has day
in and day out with her students. All of the strategies I have learned from Mrs. Ferguson have
opened by eye to the world of special needs and I believe my heart is bigger just from spending
As a future general education teacher this project helped me develop confidence working
with students that need adaptive help. Previous to this semester I was unaware of how I would
interact with students in my future general education classroom that needed extra help with
special needs. I can now firmly say that I feel comfortable working with these unique children. I
am so full of joy that I got to know Student A and I wish him the best of luck in his journey next
year as he enters middle school. I know he is a bright individual and want him to know it is
student like him that make young individuals like me want to go into this profession. This
profession takes a special heart to do so and I have the passion to make a difference in my
students’ lives.