Observation Task 2
Name: Jawaher Alkaabi
Course: Practicum 2b - EDU 2803
Instructor Name: Antoinette Wiseman
Observation Task 2: Identifying Children with Special
Educational Needs (SEN)
Special Educational Needs (SEN)
Focus: Identifying types of learning support needed for SEN students
Objective: To encourage student teachers to support and included the
learning needs of identified SEN students in the classroom
Procedure: Identify two children who have SEN and complete table 2 to
highlight their needs and identify support that is offered which facilitates
their learning. If your class has no SEN students you will need to go to
a class that has SEN students in order to complete this task.
Table 2: SEN Support for Students
Name Age IEP Area of Focus Type, range and frequency of
support provided / needed.
Hamad 5 years _____ Possible emotional - Extend the amount of
old disturbance (ED): time given to complete
- Behavior tasks.
management. - Have a puppet/ role- play
- Interact with area: it would help them
to develop their
others.
communication with
- Express their others because they
feeling. cannot talk easily to
- Exercising others.
their creativity. - Music: you can use music
- Understand and let them dance, sing
themselves or just listen to the music
better. to express their feeling
and calm themselves
down.
- You can use technology in
teaching to make the
lesson easier and more
interesting to them.
Reflections on Observation Task 2: Identifying Children
with Special Educational Needs (SEN)
Read the questions below and write your answers
1. What is the school policy for inclusion for SEN students in the school?
- Inclusion is being a part of what everyone else doing, theyre included
in the class with regular students. Some of SEN are diagnosed in early
age but some of them cant be diagnosed yet because they are still
small.
2. What accommodations were made for the identified SEN students in
the classroom?
- The teachers would help them while doing their tasks, and she would
make it easier for the student to do it, she would observe the student
until she had some clues that this student is a SEN, then they will start
working with the students and his/her parents.
3. Was there any assistive technology, other equipment or materials used
with the identified SEN students? If yes, please describe the equipment
that was used and what it was used for.
- There were no any assistive technology or any kind of equipment.
4. What teaching strategies did your MST use with the identified SEN
students?
- There were no SEN students in my classroom as they said but there is
one boy who I think that he possible had (ED) emotional disturbance, I
worked with him for a whole day and sometimes he wont sit next to
me, so I ignored it but then he would come back to me with his book
and sit for few minutes. So when he came back to me I tried to teach
him and make things simpler for him.
5. Where there any other school staff that worked with the identified SEN
students? If yes, please explain their role and what they did with the
identified SEN student.
- As far as I know there were no school staff that worked with the
identified SEN students.
6. Do you think that SEN students should be included in the classroom or
taught in class specifically for SEN students? Why / Why not?
- I think they should be included in the classroom, because even if they
need special treatments they still want us to treat them equally to
others, that why if we have them in a regular class they would feel as a
part of the community. It also depend on the SEN students disabilities,
maybe some of them cant handle a regular classroom.
