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Classroom Observation and Interview

Observe a general education classroom in which there are students included for at least part of the day who have IEPs, or who are gifted and talented, or who are culturally/linguistically diverse.

Classroom Observation and Teacher Interview Guide
1. Describe the school, the grade level, the student population in the classroom, and specifically identify the types of special needs.
2. What steps are taken to help the general education teacher meet the needs of his/her diverse classroom?
a. Does the teacher have a paraprofessional working in the classroom?
b. Is there collaboration between the general education and special education teacher?
c. Is there assistance from any other resource and/or professional?
3. What evidence of modifications or accommodations do you see in the classroom?
4. What evidence do you see of students' acceptance of each other?
5. Describe the teacher/student interaction in the classroom.
6. Include other observations and questions of your own that are appropriate to this topic. Relate your observations to reading and discussions in our class.

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Discuss the following questions:
What ideas do you have about working effectively with families of students with diverse needs?
What is the difference between emotional and behavioral problems?

response is 1,126 words

Solution Preview

University of Phoenix Material
Classroom Observation and Teacher Interview Guide
1. Describe the school, the grade level, the student population in the classroom, and specifically identify the types of special needs.
High School visual arts class, grades 9-12, 26 students. The student population in the classroom numbers 12 females and 14 males. There are 14 Caucasian students, 2 Hispanic students and 10 African-American students. There is one intellectually gifted student (female, 10th grade), two ELL students, 9th and 11th grade, one male, one female), and three students with identified learning disabilities (IEPs) (two male, one female, 2 in 10th grade, one senior), and one wheelchair bound, 11th grade male (IEP). There is also one student (senior male) in this class who is hemophiliac, (IEP) but who receives no other academic accommodations.

2. What steps are taken to help the general education teacher meet the needs of his/her diverse classroom?
a. Does the teacher have a paraprofessional working in the classroom? Yes, when she is not called away for other needs, which occurs fairly frequently (once a week at least).

b. Is there collaboration between the general education and special education teacher? Of course - as well as the school nurse, the school counselor and the ESOL teacher.

c. Is there assistance from any other resource and/or professional? The afore-mentioned school nurse, the school counselor and the ESOL teacher.

3. What evidence of modifications or accommodations do you see in the classroom? The paraprofessional is helping all the students who have a question. This means the special education students are not being singled out for her attention, although she does spend more time answering their questions than other students, partly because they apparently HAVE more questions to ...

Solution Summary

Discussion of classroom observation notes, and teacher interview guide question model answers. Also discussion of emotional/behavioral problems, the difference between the two.

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