Teacher's in action project
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Transcript of Teacher's in action project
Early Perceptions
Apprehension
•Would this student respond to me?
•How would I handle a situation in which this student might act out?
Behavior
•Children with autism were not teachable
•Children with autism scream, hit, and throw objects
Emotions
•Would this student smile or laugh?
•How does children with autism communicate?
Introduction to Setting
Columbia Elementary School 18501Cypress Lake Glen Blvd
Orlando, FL 32820
Mrs. Brown’s Pre-K Classroom Room 116
Playground where student has time to interact socially and physically with classmates
Demographics
“I like to help clean”
“Hey guys, be quiet!”
“Do I have to touch the ice sculpture?”
“Love to play Starfall”
“Let’s watch the Letter Factory”
Personal Demographics
Interests: Spending time with my sons, Daniel and Taylor. Spending time with family and friends. Making a difference in the lives of children.
Education: Seminole Community College – A.A. in Elementary Education. UCF – Major: Elementary Education.
Experience: OCPS paraprofessional for 4 ½ years. Including 2 years as an ESE para. Worked in an EBD classroom with students diagnosed with Autism, ADHD, Aspberger’s Syndrome, Learning and Emotional disabilities. 1 year as a Pre-k para and 1 ½ years tutoring students with learning disabilities.
Engagement Activities
Field Day March 2010
Mr. Potato HeadFloor Time
Sensory
SensoryField Day March 2010
Sit and Bounce Race
Puzzle Center
Participant DemographicsConnor
Personal
•4 years old
•Pre-K student at Columbia E.S.
•English speaking
Exceptionality
•Autism Spectrum Disorder - Diagnosed January 2010
•Fairly verbal but delayed and soft spoken
Interactio
ns
•Lack of social interactions
•Persistency toward particular toys
•Lack of imaginative play
•Routine is very important
Making a Difference
“Writing my own
name”
“Just scribble scrabble”
“Tracing my name”
Reflection
Reflection
A picture says 1,000 words
Fun and friends
