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Contextual Factor1

The document describes various contextual factors in a special education classroom: - The physical classroom features tables grouped for collaboration, cubbies by the door, and two classrooms - one for academics and one for therapy. Technology includes computers and a Promethean board. - Students are of varying ages, genders, races, needs and achievement levels. Learning styles include hands-on, visual and direct instruction. - The schedule includes periods for core subjects and life skills. Lessons are not at grade level due to students' needs. Assessments include formative and summative evaluations, and accommodations cater to individual student requirements.

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74 views

Contextual Factor1

The document describes various contextual factors in a special education classroom: - The physical classroom features tables grouped for collaboration, cubbies by the door, and two classrooms - one for academics and one for therapy. Technology includes computers and a Promethean board. - Students are of varying ages, genders, races, needs and achievement levels. Learning styles include hands-on, visual and direct instruction. - The schedule includes periods for core subjects and life skills. Lessons are not at grade level due to students' needs. Assessments include formative and summative evaluations, and accommodations cater to individual student requirements.

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api-197408062
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Contextual Factors

A) Classroom Factors
a. Physical Features
Physical features include tables that are grouped together so that students can easily see the
board and work together if needed. Cubbies are located by the door so that students can leave
their books in there if they dont need them also it also their table to be clean and organized.
Para-professionals have a corner near the door where they sit when their students doesnt need
them. There are two classrooms one for academics and the other is for therapy.
b. Availability of Technology
There is a row of computers at the back that are heavily used in 5th period. There is also a
promethean board for the teachers use. In the second classroom are more computers if they are
needed.
c. Equipment
There are computers, a promethean board, whiteboard, and therapy equipment.
d. Resources
There are tons of resources located in the classroom where students when they are finished with
their work can read books, do puzzles, or finish other work.

e. Parental Involvement
There is not a lot of parental involvement in the class. A lot of the parents dont really care and if
they do care they will provide money for trips and other things.

f.

Classroom Rules and Routines

The classroom rules and routines are clearly posted. Allowing for each student to understand
what they need to do and how to do it. Rules are told to them every day so that they are
remembered and honored.
Rules
1. Keep hands, feet, and other objects to yourself.
2. Follow all rules and directions given by an adult.
3. Be respectful, kind, and helpful to others.
4. Raise your hand and wait to be called on.
**Always have a good attitude! Be respectful of yourself and others.

g. Grouping patterns
Students are grouped in tables not in desks.

h. Scheduling
There scheduled is as followed:
1st period Math
2nd period ELA
3rd period Science and Task Skills
4th period Lunch
5th period Social Life Skills
6th period Planning/ Activity
7th period Social Studies and Task Skills

i. Classroom arrangement
The classroom is very well organized where students are centered in front of the board. Also
computers are in the back and are turned off so that students cant be distracted from them. The
Para-professionals are in the wall closest to the door so that they can intervene if necessary.

B) Student Characteristics
a.
Student Age
Gender
A

11

Male

13

Male

Race/Ethnicity Special
needs
African
American
Autism

Achievement and
development
ELA: below
MATH: below
SC: below
SS: below

Language

African
American

ELA: below
MATH: below
SC: below
SS: below

English

OHI

English

11

Male

Caucasian

English
LD

14

Male

African
American
Autism

12

Male

Caucasian

Autism

ELA: below
MATH: below
SC: below
SS: below

ELA: below
MATH: below
SC: below
SS: below

English

ELA: below
MATH: below
SC: below
SS: below

English

ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:

J
ELA:
MATH:

SC:
SS:
K

ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:
ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:
ELA:
MATH:
SC:
SS:

ELA:
MATH:
SC:
SS:
b. Student Interests

Sports and police officers


Cooking

c. Culture
There are students who are Caucasian and African American. Each student has their own
cultures that they value.

d. Learning styles present


Their learning styles are mostly hands on and visual because students love to work with
manipulative and they love to watch videos. They are also good with direct instruction.
C) Instructional Implications
NOTES FOR LESSONS AND INSTRUCTION
Lessons will not be on grade level because students are not on grade level. Also they struggle
with comprehension.

Assessment Plan

Lesson Objective

Assessments

Lesson Objective
1
When given a
Pre-Assessment
worksheet on
During Assessment
National Holidays
Post-Assessment
students will fill
in the blanks 3 out
of 4 times.

Format of
Formative
Assessments

Accommodations

Repeat and modify


instructions, as needed.
Demonstrate the
matching game by doing
one of the cards. Allow
students to ask a friend if
they need help. In this
Pre: KWL Chart- we
type of classroom setting
will do the what they
they do better with
know and what they
simple things when they
want to know.
are finish with their
During: observation
work. Students that finish
and use of anecdotal
early will be asked to get
records Post:
on Compass Learning for
matching game and
Social Studies since its
two worksheets.
the end of the day. If they
Also we will finish
have had a good the last
the KWL chart on
10 minutes of the day
what did you learn.
they can get on Cool
Math. If they have
unfinished work from
another subject then they
can do that. For students
that are slower paced
learners then more time

will be given to them. If


there is not enough time
for them to finish then
they will be asked to
hang on to the worksheet
and finish it in their free
time. One student needs
an assistive technology to
help with his writing so
that will be provided.
Three students have
reward charts and if they
do their work they are
given a check when they
reach 5 checks they get
to either play with Legos,
get on the IPAD or
computers for 5 minutes.

K- What you already know?

W- What you want to know?

L- What you learned?

An assessment is the evaluation of the understanding of material. In this section I will


provide three assessment points that will determine if students understand the material that is
taught in class. One assessment point would be MAP testing in both the spring and the fall.
Another one would be tests, quizzes, and projects. Accommodations for these would be having
someone read them the tests to them, having a quiet classroom to take the test in, or pulling the
student out of their general education class to take a test or quiz. If a student has a visual
difficulty then the test will be read to them or put on a tape and then the student can listen to the
test. If the student has auditory difficulties then the directions on the page will be simplified so
the student can get it right. If the student has a problem with staying focus I will make sure the
student takes their test in a room by themselves or provide a quiet corner for them to take the
test.

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