Learning Center
Plans & pricing Sign in
Sign Out



									Observation Notes:
At the time of enrollment just one day before Sean started in our program mom had only disclosed that
Sean could not talk, and that his motor skills were affected as a result of his disability. Moms also let us
know that he had been in a pre-school/childcare setting before. Mom never disclosed that Sean may have
some behavior issues and he was not present at the time of enrollment.

June 15, 2010 - Sean started to attend my pre-school at 8:15 am
Immediately we had behavior issues
* Sean ran away from staff at all transitions
* Sean kicked staff who tried to talk to him at eye level
* Sean spit in his teachers faces
* when curious children tried to interact with Sean he hit or yelled at them
Sean was so aggressive on his first day, we decided to send him home, he went home at 10:00 am with his

June 16, 2010 - Sean is dropped off at 7:30 am on his 2nd day and at drop off mom apologized for the
previous day and stated that he had not had these types of behaviors in the past. She stated that he woke
up at 4:00 am and that if we had any issues her mother would be available again to pick Sean up.
Immediately we had the same behavior issues as the previous day.
* Sean’s teacher called grandma around 8:00 am because Sean was trying to run away from the school. He
wanted to leave and would try to leave from the outside playground. Grandma was called and stated
that she could not come and pick up Sean every time he was having a bad day and to call back in 45min if
he was not in a better mood. It was at this time that I had to help the teachers and keep a close eye on
Sean so he could not leave the center. I stayed back and let him explore the center and I gave him space. I
did not try to make him do anything. I was just acting like a safe keeper. During this time as I was
following him thru his classroom he pointed to his blanket, I asked if he wanted to rest. He nodded.
Then, I made a nap nook in my office he laid down and I sat next to him with a gentle hand on his back.
He went to sleep and slept from 9:30am to 1:00pm.

                              I was so happy to have found 1 connection to Sean’s behavior. I was also
relieved to feel like he could in fact understand me when I was speaking. I wondered if his behavior was
related to how tired he was and took note that his blanket may be used for a calming technique.
Note: Find ways to communicate with Sean!
Talk with mom - ASAP!

June 18th - Stopped mom at drop off and had a short discussion about previous day, she was glad
about the nap and again stated to just call her mom if we had any behavior issues.
This day was the same as day one, I had frustrated staff and the program owner was pretty set on him
not being able to return if we could not get his behaviors modified. She was fearful of him getting out
or hurting someone. We were all worried about the one to one care we needed to provide Sean.
Grandma was called again and Sean was picked up.

Note: It is so hard to call caregivers with behavior issues, especially when they do not see these issues
at home! I felt terrible, like a failure. I wondered why mom was not disclosing more information. I knew
at this point we were going to have to hire additional staff to accommodate Sean when he was acting
out! How, was the question? Private centers do not have the financing to accommodate behavior issues.
If we do not find a way to help I knew Sean would just get bounced around from center to center. How
was Sean‘s mom going to handle missing work so much and how was she supposed to keep a job if every
time Sean was having behavior issues she had to leave to pick him up. In 4 days he had only made it thru

Personal Emotion: I felt terrible, I knew nothing about Migrational Abnormality, Cerebral Palsy,
or children who could not speak. I was sad because my first thought was we were not going to
be able to keep Sean in our care and there would be no way I could staff for his care. I resigned
to try again the next day.

June 19th - This is the day I decided that we could not just give up and
tell Sean’s mother he needed another type of situation and that we were
not equipped to handle Sean's behavior issues.

1. First, I purchased a book titled "The Inclusive Classroom - Easy Ways to Adapt Learning Centers for all
Children" by Patti Gould and Joyce Sullivan
2. I also, Researched on the internet about Migrational Abnormalities and Cerebral Palsy - (not much out there on
Migrational Abnormalities. - see link above) I reference Cerebral Palsy when I need help researching for Sean’s
needs because Mom described his disability as a mild form of CP.
3. And, I made phone calls to: Tozer School, Respite Care, Weld County Department of Human Services, other
private preschools, United Way of Weld County, and Envision of Greeley, Co.

There were not very many answers for me right away and all of these sources seemed
genuinely interested in helping me find resources to accommodate Sean but not one
had an immediate answer. 


Sean arrived around 8:15 a.m. His aggressive behaviors began right upon arrival. The teacher
was mad! She went on and on about how she was not going to put up with Sean hitting her
and running away. I did my best to let her know that I was not going to let her get hit every
day but that I felt bad for his mom who must need care and what could she do if she had to
work. How could we stop care when she was going to go thru this at any center she went to in
our town? The teacher stayed angry and simply stated that she was not equipped for this and
the other children in her class did not deserve this disruption or abuse either.

I took Sean up like an infant child, he was kicking and screaming as we went into the building
and headed to the office. Once in the office, I tried to calm Sean by getting on his level and
speaking in a soft voice I tried to ask him what was the matter. SMACK! I was hit square in the
jaw with his fist. This stunned me so I backed off and let him thrash the office. He eventually
calmed down and laid on his blanket I pretended to ignore his rage and tried to work at my
desk. 10 minutes after he laid on his blanket he fell asleep. Sean slept that day from 9 to11:30.

Note: 2nd time needing sleep. I wonder if he cannot sleep at night for some reason?

I called mom and told her we needed to talk. She said she would meet with me. My boss, the
business owner explained that we could not keep Sean in our care because of the safety of the
staff and other children. It was going to be my job to tell her this. I felt sick about telling her he
was kicked out of our program. I was mad because I knew my boss was right. How could I
keep asking the staff to deal with this when they had to give equal attention to the rest of their
class? Working with Sean was easily becoming a 1 to 1 Mrs Tiffany and 1 to 23 with Mrs. Sara.

7/20/10 - Meeting with Mom. We discussed my previous notes and mostly Sean’s behavior.
She explained that we could not touch Sean when he was mad and that if we did then he would
react aggressively. She said he sometimes does not sleep well. She said that he had not had
problems at his other daycare. She stated she only needed to have full day care for a few more
days and then we would only have him half days because he was going to go to summer school.
She thought a shorter day for us would make things easier and break up Sean’s day. During this
meeting Mom mentioned that The Department of Human Services would help with additional
assistance if it would help us hire additional staff. She only needed to get a few documents over
to them. One, a letter from us stating his need and two, a letter from the doctor stating Sean’s
needs for care. We agreed that if he was hitting the staff I would have to call her or her mom to
pick him up. I told her I would talk to my boss about continueing care until we could get the
assistance resources to hire additional staff. I told her I would have the letter she needed the
next day. She said she would bring in the doctor note asap.


At Sean’s arrival he comes with me and we walk to class he is not resistant. We pass some Dr
Seuss books and some stuffed animals as we head to his class, he points at them. I ask him if he
likes Dr. Seuss, he smiles, nods, and grunts “ya”. I asked him if he wanted me to read him one
of the books. Again, he smiles, nods, and grunts “ya”. We pick one book and Sean cuddles the
Cat in the hat stuffed animal to his body. We head to his room and we go to the cozy corner to
read because the other children in his class are outside. I am ecstatic that he is communicating
and enjoyed the book. Sean becomes possessive of The Cat in the Hat he will not let anyone
touch it thru out the day.

Sean is not participating in the normal classroom activities and he just wanders around from
center to center. Sean will not help clean up and will not sit at circle time with the group.
Behavior is still aggressive both inside and out on the playground. I notice Miss Sara is not
interacting at all with Sean. Miss Tiffany is barely holding it together by just letting Sean do
what he wants so he will not hit her. He hits her anyway but not as much as the first day.


Another bad day and the teachers want to know why they do not have professional help yet.
They are frustrated and angry with me for not telling mom he could not come. I am still feeling
like letting him go is the best answer but I cannot bring myself to tell her she cannot bring him.
I also still feel like the situation will just become someone else’s issue and then it will hurt Sean
to keep starting over and I know that this would not be beneficial to Sean!


Mom asked if Sean could stay until five so she could work overtime, she needed the money. I
agreed. Staff very frustrated with me! This would make the day very long they explained, they
could not get very much done because they were too busy picking up after Sean and following
him around so he would not be able to hurt the other kids. The teachers were beginning to
think mom did not care and that she just wanted to pawn him off on them.

Note: I did not get that impression but I do understand their frustration, we need help! Ugh,
what can I do I am already in their room every time things get out of hand, can’t they see she is
a single mom. What if I was the teacher, what would I want the director to do? I would want
the director to HELP, and to more than tell me what to do, I would want her to show me what
to do. How can I do that? I don’t know what to do except love him. I already feel so close just
because he is able to come in much happier with the distraction of a toy we let him carry
around. I need training. Maybe the class I am enrolled in for fall will help. (EDSE 430) If we
could make it until the school year starts then it would help. We need the CCAP assistance now!

7/26/10 -7/30/10

Sean’s arrival went well today. On the playground though, we had several hitting incidents
with children taking turns trying to play with Sean but when they do not understand what he is
trying to communicate they just stop playing with him. This makes him mad and he either
follows them and hits them or starts screaming at them. Some of the children seem afraid of
Sean. One of the classroom teachers is very calm and trying to talk to Sean and get him to
follow simple instructions and she has really stepped it up to help me make this work. My
other classroom teacher is refusing to interact because I suspect she is afraid of him hitting her
and she has expressed this to her co-teacher. She said simply, “I am not going to come to work
and be treated this way, and I do not think this is fair to the other children!” Because of this,
Miss Tiffany is one to one with Sean.

August with Sean –During this time we spent many hours working to get the CCAP funds.
Mom took forever on her part and if it weren’t for the major progress we were having with Sean
I am sure my boss would have pulled the plug. I was not able to work in the office most of the
month because I was acting as an assistant to Mrs. Tiffany. I didn’t mind. My boss gave me the
month but stated that if the money did not come thru by the time school started then he would
not be able to come anymore because I was neglecting my job by being in his class and acting as
his teacher. This motivated me and mom and by the 9th of August I had CCAP approval. They
double the hourly rate they paid for Sean in our care and I was able to hire an aid for the School
Age classroom. Then, I used the extra Lead Teacher to be the aid in Sean’s classroom. This is
also the time I spent making classroom accommodations and working to reach out to sources
for help. I never found any assistance for us except from CCAP. The public school could not
answer and just stated that she would look into help. When I followed up with the school
principal, she stated that she had hit a brick wall because we were a for profit center. Other
centers in the area agreed they could not accommodate Sean and that they would probably
disenroll for the behavior issues. Respite care is a facility in Ft. Collins, Colorado that is a 24
hour facility for children who have special needs. They said they could help however because
Sean was living in Weld County they could not provide him their services. United way offered
me some phone numbers of people who come out and observe and who then help with
suggestions. We needed staff not more info. Envision of Greeley said they would look into
options but never called me back. I was too busy to follow up as well.

The more time Sean was in our care the more we were learning about each other. Sean needed
transition activities to willingly come into our care. I used special buddies like stuffed animals
he could hold and we made masks like batman, transformers, fireman, and many more. Sean
did not care if they were perfect and he like creating them. We struggled with circle time still
but he was getting less frustrated with us. The children were also becoming more accepting of
Sean. It has been a huge Relief to have Joe with Sean in the class. With Joe in the room the
teachers are able to continue with their routines and if Sean needs space or becomes frustrated
Joe can take him out side to do large motor games or to have a play date with Connor who
attends our center and seems to connect with Sean as a friend. The play dates with Connor are
usually during circle time. This time of day seems to be Sean’s least favorite. ****** School starts
in 2 weeks. Each day in October was a learning experience but with the help of Joe and Mrs.
Tiffany we felt much more in control of the classroom environment. Please see
Accommodations on the home page. Every time Sean accomplishes a new milestone we
celebrate as a team his accomplishments. Sean is easy to love and he is a very special boy in our
center. We are all glad now that we were able to accommodate Sean and make a home away
from home for him!

Note: What do parents who have a child with needs do in this situation when they do not
receive state benefits?

August 16-20-2010

This week school begins and Sean’s Schedule will change to half days in the morning with us
and the afternoon with Tozer School. Sean will not need after school care during the school
year. Kids Haven has 2 centers. One center has children ages 6 weeks to 5 years and the other
center has 5 years to 12 years of age. Our centers are directly across the street from each other.
Soon Sean will be 5 years old and moving across the street. Today we had a meeting as a
teaching staff about how we will help to make his transition to the “Big” school easier. People
present were Mrs. Tiffany, Joe, Mrs. Jen, and I. We all felt that if Joe could bring Sean for a
couple of hours a day to visit the “Big” school that would help with the transition. We agreed
that we would have him begin this schedule as soon as possible so; we decided to begin the first
visiting day on his Birthday. We noted that if the visit was at all negative we would try again in
a month.

Note: I called the school to set up a classroom observation at Sean’s school. We talked about
getting moms permission for the visit and set a tentative date. I would visit on 9/2/10. I felt the
visit would be vital to the consistency of school environments for Sean and for some
professional incite! We were doing our very best with Sean but I was always worried we would
make a mistake and handle a situation poorly. I wanted our program to meet Sean’s social
needs and for Sean to thrive in our environment. The teacher picked a month out because she
wanted time to get to know Sean before I came to visit.

August 27, 2010 - Sean’s Birthday. Joe took Sean to the “Big” school at 9:00 a.m. and he did
great! He was so excited to be big and blew all of our minds by not having a single issue with
the transition. He still had some issues today with hitting and respect but the majority of the
day went well! Joe felt that he was excited to be “Big”. Some of the reasons Joe felt this was a
better situation for Sean was because the numbers at this school were only 10. He felt it was less
over stimulating and that Sean was getting even more individual attention in this environment.

Sean’s Observation (Nicole)           9/2/10 PM preschool

12:05 – Open Centers

      Letters with magnets
      Sean working with name tiles (Para assistant present)
       Sean also worked with dry erase markers

12:20 – Circle time

      Story “ Mama for Lama”
      Sean center with Para (I am not sure of activity)
During this time Sean because very angry because I was in the class. He began pointing at
me and screeching. Sean began to disrupt the circle time activity. I asked the teacher if she
prefer I leave since clearly he was upset I was there. At this point the principle came in to
talk to the Para and the teacher. They decided that Sean could not ask a grown up to leave. I
stayed with the other children and helped with circle time. Sean was given the choice to stay
or go out of the room to do another activity. He left with the Para and the principle.

12:30 – Sean rejoined circle and sat with the principle next to me.

12:35 – Learning Workstations

      Sand table (measuring, funnels, sifters, shovels, buckets, lg plastic spoons)
      Lego
      Play dough (scissors, plastic knives, cookie cutters, spoons, plates, cups)
      Drama
      Waffle blocks
      Art - open ended (glue, cotton, popsicle sticks, tissue paper)

Sean played at the sand table for 45 minutes. With permission from the teacher I entered
play with Sean at the sand table. He seemed receptive to me at this point but I did not speak
to him initially. I just began to play until he made eye contact with me. We poured sand
thru a funnel into a bucket. I held the funnel over the bucket, Sean used both his hands and
a shovel to pour and fill the bucket. We talked the whole time we were filling the bucket.
(Sean is very hard to understand, his words are not clear but I stay patient until we
communicate the need thru trial and error. He points, or grunts I guess his need. This is one
way he gets frustrated at my pre-school. Understandably, I get frustrated too when I can’t
figure out his needs.

1:30 – Sean goes to creating station. I interacted with other children he stayed engaged in his
art creation.

1:35 – Clean up / Circle

      discussion about expectations during clean-up
      Demonstration of center clean up by teacher

1:40 – Bathroom Break

1:45 – Snack

From open work stations to circle – Lights out 2 min warning

Circle to open work stations – name recognition game for attendance, work station choices
were given, max number of children at centers announced (4).

Work stations to clean up – 2 min warning, light out (Child helper gave warning)

Circle to Bathroom break – Children released by color or design on shirt

Bathroom back to class – Books in hall

Snack – Table was ready with snack and place settings

Reflection – The point of my observation at the public pre-school with Sean was to get a feel for
how the schools operate a inclusive classroom. Sean is the first child who I have had in my care
as a center director who had a special need and behavior issues. I decided because Sean had
been in 3 other centers in the last 4 months that it was time for us to figure out how to keep him
from being shuffled from center to center. This observation was because I wanted to see how
the school was meeting his needs and to take note of what type of accommodations they were
making that we could incorporate into our program. Mostly I found that the student to teacher
ratio in his class at school was 2 to 16 and a paraprofessional and at our center pre-school the
ratio is 2 to 24 students. I also found that we could model expected behaviors for all of the
children more often. The model was effective for Sean because when he needed to be held
accountable he was more aware of the expectation. Some other accommodations were speech
therapy, a safe place for Sean in the classroom, a large motor play room for when he was in
need of being out of the room. Speech therapy, paraprofessional, low student to teacher ratio,
and large motor room are all costly accommodations that a private center like mine cannot
afford. What we can do is use some of the visual cues like lights out at clean up, offer a space
for Sean in the class when he is in need of space, work on routine, and transitions. We are
doing most of the things we can to accommodate Sean and have found that what we are doing
for Sean seems to be a benefit for all of the children in the class. My goal is to find funds or
resources for a paraprofessional to work at our center. I have not been able to find grants or
programs that will help us pay for a para because we are a private for profit center. I have
found programs in Larimer County for Sean but he lives in Weld county. I have found that
United Way of Weld County is only able to refer me to a professional who will come observe
Sean and offer suggestions. This was very frustrating because we need
*Please see Picture of Sean’s Tozer pre-school classroom layout in the pictures tab
to the right.
10-15-10 (Jen and Joe) Tozer School Fall Break

Today Sean seemed to be tired again. I called all the kids over for lessons; Sean ran up to Joe, hit him in
the stomach and ran from him. Mean while I continued lessons with the other children, Joe sat with Sean
over by the couch. About three minutes later Sean ran from Joe, came up to me, and hit me in the
stomach. Joe tried taking to him but he started screaming and kicking and hitting Joe. I stepped in,
picked him up and took him over to the couch. I asked Sean if he would like to lay down but he said no.
Then, Sean began biting me and laughing when I told him that he was hurting me. After about ten
minutes of screaming, hitting, kicking, and biting he finally started to calm down and let me talk to him.
Once he was calm he signed “help shoes” so we walked over and I helped him put his shoes on. After
this episode Sean sat through our lessons and even participated when asked.

The rest of the afternoon was uneventful except that he was a bit less tolerant of the other children. He
was easily roused by them and took a lot of redirecting.

10-22-10 (Jen and Joe)

Sean had a great day today! He was in a good mood and participated with all the activities great. During
circle time he sat down and answered questions along with the other students. I asked the class what two
numbers made up the number 25, Sean raised his hand. I called on him and he told me 2 and 5. I asked
Sean if he would like to come up and put the number on our calendar, which he did.

After circle time we had a guided writing activity in order to gauge the progress of their fine motor skills
throughout the year. Sean sat down with his and began coloring but soon got frustrated because his
saliva was soaking his paper making it hard to color. Sean yelled, got up and crumbled up his paper. Joe
then went to him and gave him a thicker piece of paper, this time he was able to finish the coloring
without any problems. (We use special card stock and dry erase boards with Sean now as an accommodation)

After this Sean was given a large piece of paper with his name written on it in bubble letters. I asked him
to color this then pick out the letter stickers that go along with his name. After coloring his name he
found an “S” sticker and brought it up to me so that I would help him peal it. This kept him engaged for
a good 15 minutes.

I observed Sean being able to say the letters of his name while I pointed to them. He can recognize the
letter “S” in his name and “N” even when they are not linked to his name.

10-27-10 (Jen and Joe)

Today Sean did wonderfully during our lessons time. While playing the game “you vs. me” I write a
letter on the board and the children are not allowed to answer what the letter is until I clap twice leaving
adequate wait time. Sean does very well with this and easily follows the directions and waits until I clap
before he tries to answer. Also, at one point I said only girls can answer, he waited his turn and let the
girls answer while he stayed quiet.

When Ms. Kendra, the librarian, came for our story time Sean had a hard time sitting still and listening.
I’m not sure if this was because he was being asked to sit on the floor instead of a chair like during
lessons but he was all over the place. (This special accommodation seems very important to Sean’s
needs!) Next week we will try having the kids all sit in chairs at the tables like we do for our lessons and
see if that helps.

Ms. Kendra taught us a song about leaves falling to the ground, not only did we sing the song but she
also showed us how to sign this song. During this part Sean was completely engaged and was watching
not only Ms. Kendra but the other students and trying to follow along with the signs!

10-28-10 (Jen and Joe)

Today I worked with Sean on writing his name on the white board. I asked him what his name started
with and he told me “S”. I then asked him to write it on the board. His S looked more like a straight line
with a curve at the end. I worked with him a bit longer and noticed that he was having a hard time with
the concept that the s starts on the right, moves to the left, and then curves around. He kept going from
left to right. I then put two dots on the board and showed him how to go from one dot to the next. This
worked great and he was able to make wonderful S’s. I went along and made two dots all across the
board and Sean filled them all up with S’s.

                                      This is one of the S’s
11-8-10 (Jen and Joe)

Today Sean had a great day. During our lessons we sat down, each child had their own set of play
money. I would call out a specific coin and ask the kids to hold that coin up. Sean did this without
difficulty and even helped the little boy next to him find a quarter at one point. After lessons, Sean came
up to me and asked me to help him do a Spiderman Puzzle. This puzzle consists of 25 pieces and has a
variety of different colors. I sat down with him and we started with the outside first. Sean was able to
find which pieces fit where but was having trouble maneuvering them into the spot because the other
pieces would move away. I then began to hold the puzzle down while he placed the pieces in and this
worked great. After we put the puzzle together once, he asked to do it again. We sat for about 20
minutes putting this puzzle together.

Note: Find a way to make putting a puzzle together less frustrating for Sean. (Cube and magnetic puzzles See
photos tab for pictures of some of these types of puzzles) (Fun and Function)

11-10-10 (Jen and Joe)

Today was an odd day for Sean. During our lessons he was happy and participated well. We were
talking about the word “Thankful” and what this meant to us. I asked the class to tell me things that they
were thankful for, Sean raised his hand and said he was thankful for his toy (pointed to his toy). He did
great during this whole time. I then explained to the class that we were going to create a thankful tree by
tracing our hands and writing on them what we were thankful for, but we would do this after our friend
from the library came to read to us. I excused the kids to go have free play. Sean went to the art center,
got out some scratch paper and a marker and traced his hand and began coloring it. He then came to me
and started jumping up and down motioning for me to come with him and pointing to his eyes. I
followed him and he told me that he had traced his hand. I praised him and told him that he did a great

Note: (Moments like these make me feel so grateful for not disenrolling Sean! He is a gift to our center!

When Kendra (librarian) came she brought a book about the alphabet in sign language. We went through
every letter and created the sign and talked about what words started with that letter. Sean tried so hard
to maneuver his hands into the different signs but he had a very hard time. His right hand didn’t seem to
have very much flexibility at all so he began using his left hand. Even with this one his index finger
seems to be very stiff and hard to move and his other fingers seem to move almost in unison. If one
finger tries to close the other three follow. Sean kept trying and trying without getting frustrated until we
got to the letter Y, then he got up and walked away.

Note: Very important to exercise Sean’s hands using the motor suggestions from the book, The Inclusive Classroom.
(Fun and Function)

We got up and had a game after this in which Sean did great. We then came back and read another book,
this did not engage Sean at all. Before the story had even started Sean began yelling at another boy
because he was in the chair that Sean wanted. The other boy got up and moved but Sean was already
irritated so he did not sit down and calm down. He then began to hit at the boy, at this point Joe
removed him from the reading group to try and distract him for a bit. Sean began hitting him and got
upset. When he was calmed down he came back to the story however this didn’t last more than a minute
before he had to be removed again. This went on for the entire book.

Note: Let librarian know that Sean does not have the attention span to read two books in such a short time.

11-11-10 (Jen and Nicole)

Today Jen and I went to Tozer Elementary School to observe Sean in his preschool classroom again.
When I walked in, all the students were sitting in circle time. Sean saw Mrs. Jen, got up from his spot on
the rug and ran to give her a hug. He then grabbed my hand and pulled me toward the rug. The teacher
asked Sean if he would like to tell the class who his friends were and he replied “Mrs. Nicole”, and “Mrs.
Jen. I then asked him to have a seat and listen to the teacher, this he did. During circle time, the teacher
was reading a big book in which she would point to something on the page and asks the children to
count how many of that object was on the page. She would ask other questions like what color
something was, or what shape. During this entire time Sean did not offer up any answers to questions
nor did he participate in the group answers. Sitting next to Sean was a little boy in a small rocking chair.
This little boy was constantly bouncing and rocking back and forth, something that seemed to distract
Sean because he kept staring at the boy and even scooted away from him at one point.

After circle time the teacher explained what centers were open and asked the children to go pick one.
Sean went to the math center where there was a small 5 piece puzzle. I tried to keep a distance away so
that I could watch him without interfering but every time I moved away he grunted and motioned for me
to come to him. Finally with Mrs. Jen’s help we were able to get him involved in a game of bingo so I
could talk to the teacher alone. She said that he was doing much better and that the outbursts were
becoming less frequent. I told her that I was concerned because he did not participate during circle time
and with us he is always raising his hand trying to answer even if he does not know the answer. She said
that he rarely participates but is getting better about staying in his spot during this time. I asked if he had
any friends that he regularly played with and she said no. Sometimes while on recess he plays chase with
the kids but inside the classroom he doesn’t.
My biggest concern: I asked if they were using any type of sign language with Sean to help him communicate,
the aide said no she didn’t know any, the teacher said no he needs to learn to talk. I was sad to hear this because I
thought the school observations would give me more insight and I felt that we needed to meet his needs not make
him meet our standards.

I talked with the OT and Speech Therapist who say that he is doing very well in his therapy. He is
getting speech 4 days a week however often it is a struggle to get him to go with the therapist. They were
going to try this later in the day instead of when he first gets there to see if that helped. He is getting
large motor twice a week and fine motor the other two days.

In my opinion I feel like Sean is getting lost in the classroom. There are so many children with special
needs that the teachers are going from one child to the next, if Sean is sitting down nicely he gets
overlooked. There is so much going on in the classroom with other teachers coming in and getting kids
and that is a big distraction for Sean. Every time someone would enter the room he wanted to see who it
was and why they were there.

11-12-10 (Jen and Joe)

Today after lessons we played a version of musical chairs. There is one chair less then there are children
however the child who gets “out” has a chance to save themselves by answering a question from the
board whether that be a shape, letter, number etc. The first time that the music was turned off Sean was
the one who didn’t get a chair. He began pulling at another little girl trying to get her to move. Joe went
to him and tried explaining the rules again but Sean dropped to the ground and started screaming. I
picked Sean up and moved him around the corner and told him when he was ready to come back and
play with us he could let me know and I would let him have another chance. The rest of the class moved
on as if nothing had happened, within one minute Sean was back and playing again. This time however
Joe walked behind him and we worked things to make sure that Sean got a chair and hopefully would
see the other children get out and continue to play. We did this about three times until Sean said that he
wanted a turn (he pointed to himself then to the board while grunting). The next time that the music
stopped Sean did not sit down; instead he went to the board. Joe drew a square on the board and asked
Sean what this shape was. Sean successfully answered this. Once Sean went back to the chairs and
started playing again Joe no longer walked behind him allowing Sean to find his own chairs. We played
this game for about 15 minutes without any more issues.

Week of 11-1 thru 11-5 (Jen and Joe)

The week started with Sean being very withdrawn with Joe. Normally Joe sits next to Sean during
lessons however on Monday when Joe tried sitting next to him, Sean started screaming and ran away.
Joe tried on a few more occasions throughout the day with the same results. With me, Sean seemed
overly cuddly, I did not mind this at all. Joe took a step back and gave Sean his space and by
Wednesday this behavior was gone.

This week Joe and I have sat back and watched Sean noticing all the changes that we see in him. He is
now able to sit down and actively participate in centers with other kids working together with them to
figure out the center. If he gets to physical with the other kids they know to tell him that they don’t like
that and 9 times out of 10 he will stop.

If there is something that is upsetting Sean he comes and gets Joe or I and shows us, or tells us why he is
upset instead of having an outburst.

During lessons Sean sits the entire time now and actively participates with the discussions.

Works Cited
Fun and Function. Fun and function. 11/10/10 October 2010 <>.

Sullivan, Patti Gould and Joyce. "The Inclusive Classroom." Sullivan, Patti Gould and Joyce.
Easy ways to adapt learning centers for all children. Beltsville: Gryphon House, Inc., 1999. 190.

To top