8327 Ki Complete Booklet Banwany Kalea Rabta Karen (0306-7080494)

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8327 Ki Complete Booklet Banwany Kalea Rabta Karen (0306-7080494)

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STARTED FROM PAGE 19 FROM

ORIGINAL FILE OF 8327
Classroom Observation Report No. 1 (Intellectual Disability)
Name of the student: Ayesha Fatima
ID No: 22SPED0034
Name & address of the school visited:
Al-Noor Special Education Centre,
Street 12, Gulberg Town, Lahore
Name & Contact details of the teacher observed:

Grade/Class/Level: Primary Level (Class 3)

No of Students in the class: 9

1. Command over subject matter/content:

The teacher demonstrated strong command over the subject. She explained concepts clearly
and used simple language appropriate for students with intellectual disabilities. She was well-
prepared and confident in delivering the content.

2. Classroom organization and management:

The classroom was well-organized with defined learning areas. Students were seated in small
groups and materials were within easy reach. The teacher used positive reinforcement and
managed behaviors patiently and effectively.

3. Rapport with the students with diverse special needs:

The teacher showed excellent rapport with her students. She was friendly, understanding, and
attentive to each child. Students appeared comfortable and engaged due to her warm attitude.

4. Appropriateness of teaching method varying severity of intellectual disability:

The teacher adapted her teaching style according to the severity of each student's disability.
For mild cases, she used verbal instructions and group activities; for severe cases, she used
visual aids and one-on-one support.

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5. Assistive technology used during teaching/learning:

The teacher used picture cards, audio recordings, and a tablet with learning apps to enhance
understanding. Visual timetables and a digital whiteboard were also used effectively.

6. Lesson presentation sequence/steps used by teacher:

The teacher followed a clear step-by-step method: introduction of topic, demonstration, guided
practice, and individual work. She reviewed previous knowledge before starting the lesson and
ensured repetition for better understanding.

7. Sensitivity to students’ individual needs:

The teacher showed high sensitivity to each student’s needs. She provided extra time for slow
learners, adjusted seating for physically challenged students, and used different materials for
different levels.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was professionally dressed, maintained a calm and encouraging tone, and
displayed creativity in lesson planning. Her energetic and pleasant personality kept the class
motivated and focused.

9. Overall Learning environment of the classroom:

The learning environment was supportive, inclusive, and structured. The classroom displayed
colorful charts, learning corners, and sensory materials that encouraged student participation
and comfort.

10. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
After discussion, I learned the importance of differentiated instruction and how patience and
consistency can lead to student progress. I understood how to use assistive technology in
meaningful ways and how to build strong emotional connections with students. The
observation helped me realize that flexibility, empathy, and structure are vital in special
education classrooms.

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 8327 Ki Complete Booklet Banwany Kalea Rabta Karen (0306-7080494)

Signature/stamp of the observed teacher: ____________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Intellectual Disability)

Name of the student: Muhammad Ahsan
Roll No: 21SPED0057
Name & address of the school visited:
Dar-ul-Ihsan Special Education Centre,
Main Road, Satellite Town, Rawalpindi
Name & Contact details of the observed teacher:
Grade/Class/Level: Middle Level (Class 5)
No of Students in the class: 8

1. Command over subject matter/content:

The teacher displayed excellent command over the subject, delivering concepts with clarity
and simplicity. He used examples relatable to the students' daily lives, which made learning
easier and more meaningful for them.

2. Classroom organization and management:

The classroom was well-structured, with designated zones for reading, group work, and sensory
activities. The teacher managed transitions smoothly, maintained discipline through positive
behavior techniques, and ensured a safe environment.

3. Rapport with the students with diverse special needs:

The teacher had a warm and respectful relationship with the students. He engaged each student
by name, used a friendly tone, and maintained consistent eye contact. Students responded
positively, showing trust and enthusiasm.

4. Appropriateness of teaching method varying severity of intellectual disability:

He employed differentiated instruction based on each child’s cognitive level. Mildly affected
students participated in group tasks, while severely disabled students were assisted through
one-on-one guidance and visual aids.

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5. Assistive technology used during teaching/learning:

The teacher effectively used flashcards, a multimedia projector, communication boards, and
speech-to-text apps. These tools enhanced comprehension and supported students with limited
verbal abilities.

6. Lesson presentation sequence/steps used by the teacher:

The lesson followed a clear format: introduction, demonstration with visuals, guided practice,
and independent activity. He concluded with a short review and gave immediate feedback to
students.

7. Sensitivity to students’ individual needs:

The teacher exhibited strong emotional intelligence by adapting instructions for each student’s
learning pace. He modified materials, used tactile objects for sensory needs, and provided
regular encouragement to boost confidence.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher maintained a neat professional appearance and used a calm, expressive voice. He
introduced creative tasks like coloring, story-telling with puppets, and simple role-playing
activities that kept the students engaged.

9. Overall learning environment of the classroom:

The classroom atmosphere was inclusive and nurturing. Educational posters, soft lighting, and
calm background music helped create a soothing environment. Students showed active
participation and emotional comfort.

10. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
From this observation, I learned the importance of adjusting teaching techniques to meet varied
intellectual abilities. I observed how patient interaction and structured routines promote
learning. I also realized how crucial it is to maintain a balanced emotional tone and use assistive
technologies to foster understanding. The teacher emphasized consistency, praise, and a caring
attitude as keys to working effectively with children with intellectual disabilities. This
experience will strongly shape my own future teaching practices.

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Signature/stamp of the expert teacher: ____________________

Date: 01-07-2025

Classroom Observation Report No. 1 (Hearing Impairment)

Name of the student: Fatima Zahra
ID No: 21SPED0041
Name & address of the school visited:
Anjuman Special Education School for Hearing Impaired,
Block A, Johar Town, Lahore
Name & Contact details of the teacher observed:

Grade/Class/Level: Elementary Level (Class 4)

No of Students in the class: 10

1. Command over subject matter/content:

The teacher exhibited strong knowledge of the subject and used well-organized content. She
provided clear explanations through sign language and visual supports, making the lesson easy
to follow for students with hearing impairment.

2. Classroom organization and management:

The classroom was neatly arranged with visual aids, charts, and flashcards visible on walls.
Students were seated in a semi-circle to maintain visual contact with the teacher. Behavior was
managed respectfully using visual cues and hand signals.

3. Rapport with the students with diverse special needs:

The teacher had a warm and trusting relationship with her students. She communicated
effectively using sign language and gestures, and made sure all students felt included and
supported throughout the lesson.

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4. Appropriateness of teaching method varying severity of hearing impairment:

The teacher modified her methods for students with different levels of hearing loss. For
students with profound hearing loss, she relied on sign language and written instruction. For
those using hearing aids, she also spoke clearly while using gestures.

5. Assistive technology used during teaching/learning:

The teacher used visual projectors, hearing aids, and tablets with speech-to-text apps. She also
utilized a visual bell to capture attention and relied on captioned videos to enhance
comprehension.

6. Lesson presentation sequence/steps used by teacher:

The lesson began with a short recap using pictures, followed by clear objective setting,
explanation using signs and visuals, student participation, and practice through interactive
tasks. The lesson ended with a short revision session.

7. Sensitivity to students’ individual needs:

The teacher was attentive to each student’s learning pace and needs. She provided additional
support where needed, used simpler signs for new learners, and repeated instructions to ensure
understanding among all students.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was modestly and professionally dressed. Her calm and expressive facial
expressions, along with creative use of colorful resources and props, made the class
environment lively and engaging.

9. Overall learning environment of the classroom:

The classroom was inclusive, visually stimulating, and structured to support learning through
visual means. Students felt comfortable and actively participated, showing confidence and
enjoyment during the lesson.

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10. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation provided a deep understanding of the importance of visual communication in
teaching students with hearing impairment. I learned how to use facial expressions, body
language, and visual aids effectively. The teacher emphasized planning, patience, and creativity
when dealing with hearing-impaired learners. I also realized how using technology like hearing
aids and captioned videos can greatly support their learning. The experience motivated me to
improve my skills in sign language and adapt my teaching strategies to be more inclusive.

Signature/stamp of the observed teacher: ___________________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Hearing Impairment)

Name of the student: Adeel Ahmed
Roll No: 20SPED0078
Name & address of the school visited:
Roshni Special Education School for Hearing Impaired
Near Civil Hospital Road, Faisalabad
Name & Contact details of the observed teacher:

Grade/Class/Level: Secondary Level (Class 7)

No of Students in the class: 12

1. Command over subject matter/content:

The teacher displayed an excellent understanding of the subject. He explained each concept
with clarity using sign language, supported by written content on the whiteboard. His responses
to students' questions showed deep knowledge and confidence.

2. Classroom organization and management:

The classroom was clean and visually organized. Students were seated in a U-shape for better
visual access. Materials like charts, posters, and labeled diagrams were used effectively. The
teacher maintained a calm and respectful classroom environment with minimal disruptions.

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3. Rapport with the students with diverse special needs:

The teacher had a strong connection with his students. He used facial expressions, gentle
gestures, and consistent eye contact to make students feel valued. Students responded to him
with trust and actively participated in the lesson.

4. Appropriateness of teaching method varying severity of hearing impairment:

The teacher adapted his methods based on the severity of hearing loss. For students using
hearing aids, he combined verbal and visual communication. For those with profound deafness,
he relied on Pakistan Sign Language, visual charts, and demonstrations.

5. Assistive technology used during teaching/learning:

Assistive tools included interactive whiteboards, captioned videos, tablets with visual apps,
and hearing amplification devices. These tools helped bridge communication gaps and made
the learning process more interactive.

6. Lesson presentation sequence/steps used by the teacher:

The lesson followed a structured pattern: introduction of objectives, explanation through signs
and visuals, guided group activity, individual worksheets, and a review session. He also
checked for understanding through signs and visual responses.

7. Sensitivity to students’ individual needs:

The teacher was very responsive to each student’s needs. He gave extra time to those
struggling, used different sign language levels, and paid special attention to students with
additional learning difficulties. He never rushed and ensured that every student stayed on track.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was professionally dressed and carried a calm, confident personality. His creativity
was evident in the use of colorful boards, flashcards, role-play activities, and interactive
visuals. Though verbal tone mattered less, his facial expressions were expressive and effective.

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9. Overall Learning environment of the classroom:

The learning environment was inclusive, positive, and visually rich. The class atmosphere
supported communication through visual cues, posters, and accessible learning tools. Students
were encouraged to participate and collaborate confidently.

10. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation gave me a deeper insight into how important visual clarity, structure, and sign
language fluency are in educating hearing-impaired students. The teacher emphasized the role
of patience, constant encouragement, and adapting to each child’s comfort level. I realized the
significance of eye contact, body language, and visual aids in classroom communication. It
inspired me to further strengthen my sign language skills and integrate technology in creative
ways for better engagement. I also learned that empathy, dedication, and flexibility are the
foundation of inclusive education for children with hearing impairments.

Signature/stamp of the expert teacher: ____________________________

Date: 01-07-2025

Classroom Observation Report No. 1 (Visual Impairment)

Name of the student: Hira Shabbir
ID No: 22SPED0093
Name & address of the school visited:
Noor Institute for the Visually Impaired,
Allama Iqbal Road, Gulshan-e-Ravi, Lahore
Name & Contact details of the teacher observed:

Grade/Class/Level: Secondary Level (Class 8)

No of Students in the class: 7

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1. Command over subject matter/content:

The teacher exhibited strong mastery of the subject, confidently delivering the lesson using
auditory descriptions, tactile resources, and real-life examples. She ensured content was broken
into understandable parts to suit students' needs.

2. Classroom organization and management:

The classroom was well-organized with minimal obstacles, ensuring safe mobility for visually
impaired students. Desks were arranged with enough walking space, and necessary learning
tools like Braille books and slates were easily accessible.

3. Rapport with the students with diverse special needs:

The teacher maintained a respectful, patient, and encouraging relationship with her students.
She called students by name, gave individual attention, and built trust through consistent
support and praise.

4. Appropriateness of teaching method varying severity of visual impairment:

Teaching methods were adapted to the degree of impairment. Students with partial vision used
large print and magnifying tools, while completely blind students used Braille, tactile diagrams,
and oral instruction to grasp the lesson.

5. Assistive technology used during teaching/learning:

Assistive devices included Braille typewriters, audio recorders, screen reader software, and
talking calculators. The teacher also used a digital voice assistant to support individual learning
sessions.

6. Lesson presentation sequence/steps used by teacher:

The teacher followed a step-by-step process: review of previous learning, introduction of new
concepts, explanation using verbal description and tactile tools, student practice, and a final
discussion to reinforce learning.

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7. Sensitivity to students’ individual needs:

The teacher was very attentive to individual learning styles and comfort levels. She adjusted
the pace of the lesson, allowed extra time for practice, and provided audio feedback when
needed.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was professionally dressed and maintained a clear, pleasant, and expressive tone.
She creatively used sounds, objects, and real-life materials to enhance student comprehension
and sensory learning.

9. Overall Learning environment of the classroom:

The classroom provided a calm, accessible, and inclusive environment. Tactile maps, Braille
labels, and audio learning stations were available. Students were engaged, confident, and
comfortable asking questions.

10. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation helped me understand the depth of planning and sensitivity required when
teaching visually impaired learners. I learned that verbal clarity, patience, and the use of tactile
aids are essential. The teacher emphasized that focusing on students’ strengths and building
their confidence is more important than merely delivering content. The use of assistive
technology and structured routines was inspiring. I now feel more confident about how to
support visually impaired students in a meaningful and respectful way.

Signature/stamp of the observed teacher: ______________________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Visual Impairment)

Name of the student: Saad Khalid
Roll No: 23SPED0065
Name & address of the school visited:
Light for the Blind Special School,
Shahrah-e-Faisal, Karachi

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Name & Contact details of the observed teacher:

Grade/Class/Level: Middle Level (Class 6)

No of Students in the class: 6

1. Command over subject matter/content:

The teacher had strong command over the subject matter. He explained the concepts clearly
and repeated key points for reinforcement. His verbal delivery was structured and well-paced
for visually impaired students.

2. Classroom organization and management:

The classroom was arranged for easy navigation with wide, clear pathways. All resources such
as Braille books, slates, and writing frames were placed within easy reach. The teacher
maintained order with verbal cues and ensured a disciplined but friendly environment.

3. Rapport with the students with diverse special needs:

The teacher shared a respectful and supportive relationship with the students. He addressed
their individual needs kindly, called them by name, and used encouraging language to boost
their confidence and participation.

4. Appropriateness of teaching method varying severity of visual impairment:

Teaching methods were effectively adapted. Students with partial vision used large print and
magnifiers, while those with total blindness were supported through tactile materials and oral
explanation. The teacher maintained flexibility based on the severity of each student's
impairment.

5. Assistive technology used during teaching/learning:

The teacher utilized screen reader software, Braille typewriters, audio books, and raised
diagrams. Students also used talking calculators and digital recorders to revise lessons later.

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6. Lesson presentation sequence/steps used by the teacher:

The teacher began with a short review, introduced the day’s topic verbally, provided a tactile
demonstration, and involved students in hands-on activities. He ended with feedback and
encouraged peer sharing for reinforcement.

7. Sensitivity to students’ individual needs:

The teacher was sensitive to varying learning speeds and levels. He provided additional
support, repeated instructions when needed, and ensured each student had a chance to
participate in their own way.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was professionally dressed and maintained a calm and motivating voice. He
showed creativity by using real-life objects, sound-based games, and storytelling techniques to
enhance understanding.

9. Overall Learning environment of the classroom:

The classroom provided a quiet, accessible, and inclusive environment. Resources were well-
organized and labeled in Braille. The atmosphere promoted cooperation, comfort, and
confidence among students.

10. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
The observation experience taught me that verbal clarity, patience, and the use of tactile
resources are crucial in supporting visually impaired students. The teacher emphasized that
each child’s learning style should be respected, and assistive tools must be integrated naturally
into the lesson. I learned how to build an accessible learning space and how empathy,
encouragement, and consistency can make a difference in students' performance. The
discussion also highlighted the importance of professional training in Braille and technology
to better assist visually impaired learners in the future.

Signature/stamp of the expert teacher: ________________________________

Date: 01-07-2025

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Classroom Observation Report No. 1 (Physical & Health

Impairment)
Name of the student: Sana Javed
ID No: 23SPED0081
Name & address of the school visited:
Hope Rehabilitation and Inclusive Education Center
House #32, Main Road, F-11, Islamabad
Name & Contact details of the teacher observed:

Grade/Class/Level: Primary Level (Class 3)

No of Students in the class: 8

1. Command over subject matter/content:

The teacher displayed strong command over the academic content and delivered the lesson in
a simplified, structured manner suited for learners with physical and health impairments. She
explained every point clearly and confidently, integrating practical examples to improve
understanding.

2. Classroom organization and management:

The classroom was physically accessible with ramps, wide doorways, and proper space for
wheelchairs and mobility aids. Learning materials were kept within reach of all students. The
teacher managed transitions calmly and used verbal instructions along with visual cues to
maintain class discipline and order.

3. Rapport with the students with diverse special needs:

The teacher developed a positive, respectful, and empathetic rapport with her students. She
frequently interacted with them individually, listened to their concerns, and encouraged
participation, ensuring that all students felt valued and supported.

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4. Appropriateness of teaching method varying severity of Physical & Health

Impairment:
The teacher adapted her methods to suit students with varying levels of mobility and health
conditions. For students with limited motor control, she offered oral responses instead of
writing tasks. For medically fragile students, short, paced instructions were used with flexible
lesson timing.

5. Assistive technology used during teaching/learning:

Devices like adapted keyboards, tablet stands, voice-to-text software, and adjustable desks
were used effectively. Some students used communication boards or switches, and the teacher
also used digital flashcards on a smartboard to facilitate interactive learning.

6. Lesson presentation sequence/steps used by teacher:

The teacher started the lesson with a brief review, followed by a clear statement of objectives.
She used a combination of visual, auditory, and tactile methods for instruction. The students
participated in hands-on activities where possible, and the session ended with a group recap
and individual reinforcement.

7. Sensitivity to students’ individual needs:

The teacher showed great sensitivity by offering extra time, simplifying materials, and giving
one-on-one support when necessary. She made sure students with fatigue or health conditions
had appropriate rest and allowed flexible participation without pressure.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was well-dressed in a professional yet approachable manner. Her tone was soft,
expressive, and encouraging. She displayed creativity by using role-play, audio stories, and
real-life objects to explain concepts and maintain student interest.

9. Overall Learning environment of the classroom:

The classroom environment was safe, inclusive, and well-adapted to meet the physical and
health needs of students. The space was brightly decorated with motivational visuals and
inclusive posters. Peer collaboration and mutual respect were evident in classroom interactions.

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10. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
Through this observation, I learned how critical classroom accessibility, patience, and
emotional support are for students with physical and health impairments. The teacher
emphasized creating flexible lesson plans and promoting independence within students’
abilities. I gained insight into using assistive devices and modifying instruction to match each
student’s capability. The discussion helped me understand the importance of empathy, health
monitoring, and the value of fostering confidence in every learner. I now feel more prepared to
create inclusive, supportive learning experiences in my future teaching.

Signature/stamp of the observed teacher: ______________________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Physical & Health

Impairment)
Name of the student: Muhammad Bilal
Roll No: 22SPED0072
Name & address of the school visited:
Rehmat Inclusive Education & Therapy Centre
Near Model Town Link Road, Lahore
Name & Contact details of the observed teacher:

Grade/Class/Level: Elementary Level (Class 5)

No of Students in the class: 9

1. Command over subject matter/content:

The teacher demonstrated complete mastery of the curriculum. She explained the concepts
clearly, answered questions with confidence, and ensured all students were able to connect the
content with real-life examples adapted to their learning levels.

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2. Classroom organization and management:

The classroom was designed to accommodate students with mobility aids, featuring ramps,
non-slip flooring, and adjustable desks. Materials were well-labeled and placed within easy
reach. The teacher ensured smooth movement and transitions with pre-planned routines and
verbal guidance.

3. Rapport with the students with diverse special needs:

The teacher had a strong, trusting relationship with all students. She communicated in a
friendly, respectful manner and encouraged students to express their feelings and thoughts. Her
compassionate nature made students feel secure and included.

4. Appropriateness of teaching method varying severity of Physical & Health

Impairment:
She modified teaching strategies based on individual needs. Students with limited motor
control were supported through verbal instruction, peer support, and use of adapted materials.
For students with chronic health conditions, she offered rest breaks and adjusted workload.

5. Assistive technology used during teaching/learning:

The teacher incorporated assistive devices such as voice-to-text software, adaptive keyboards,
writing frames, and screen readers. Audio books and large print materials were also used for
students with additional visual limitations.

6. Lesson presentation sequence/steps used by the teacher:

The teacher began with a warm-up activity, introduced the topic verbally and visually,
demonstrated using tactile tools or real objects, guided group work, and then conducted
individual practice. The session ended with feedback and student reflection.

7. Sensitivity to students’ individual needs:

She showed high emotional and instructional sensitivity. She adjusted instructions, gave extra
time to complete tasks, provided one-on-one assistance, and made health-related
accommodations such as shorter sessions or flexibility in physical involvement.

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8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher was neatly dressed, used a calm and enthusiastic tone, and displayed a warm
presence in the classroom. She used creative teaching aids like interactive games, songs, and
storytelling to enhance engagement and understanding.

9. Overall Learning environment of the classroom:

The classroom environment was inclusive, accessible, and emotionally safe. It promoted
independence, peer support, and cooperative learning. Visual schedules, motivational posters,
and accessible resources made the space supportive and student-centered.

10. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation deepened my understanding of inclusive practices for children with physical
and health impairments. I learned that flexibility, planning, and assistive tools are essential in
delivering effective education. The teacher highlighted the importance of involving parents,
therapists, and caregivers in learning plans. I saw how emotional encouragement, adaptive
pacing, and customized goals contribute to student success. I now recognize the need for
individualized approaches and the teacher’s role as both educator and advocate in such
inclusive settings.

Signature/stamp of the expert teacher: ________________________________

Date: 01-07-2025

Classroom Observation Report No. 1 (Autism Spectrum

Disorder)
Name of the student: Areeba Khalid
ID No: 24SPED0090
Name & address of the school visited:
Peace Special Education Centre,
Street No. 8, Phase 2, Bahria Town, Islamabad
Name & Contact details of the teacher observed:
Grade/Class/Level: Pre-primary/Autism Support Class
No of Students in the class: 6

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1. Command over subject matter/content:

The teacher showed excellent understanding of both academic content and the specific needs
of students with Autism Spectrum Disorder (ASD). Her communication was clear, repetitive
when needed, and tailored to the students' comprehension levels. She incorporated visual cues
and real-life objects to reinforce the lesson effectively.

2. Classroom organization and management:

The classroom was structured with designated zones for different activities (circle time, sensory
play, one-on-one learning, and break area). Visual schedules were posted on walls. Materials
were well-organized and labeled with symbols. The teacher managed transitions calmly and
used timers and social stories to prepare students for changes.

3. Rapport with the students with diverse special needs:

The teacher built strong, trusting relationships with her students. She understood their sensory
preferences and used individualized reinforcements. Her tone was soothing, and she maintained
consistent routines, which helped reduce anxiety and improve engagement.

4. Appropriateness of teaching method varying severity of Autism Spectrum

Disorder:
She employed individualized teaching strategies, such as TEACCH method and Applied
Behavior Analysis (ABA) for more structured learners. For non-verbal students, she used
Picture Exchange Communication System (PECS), while verbal students were guided with
direct instructions and visual support.

5. Assistive technology used during teaching/learning:

The classroom used tablets with communication apps, interactive whiteboards, noise-canceling
headphones for sensitive students, and digital timers. PECS boards, visual timers, and AAC
(Augmentative and Alternative Communication) tools were effectively incorporated into daily
lessons.

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6. Lesson presentation sequence/steps used by teacher:

The lesson started with a visual schedule review, followed by a sensory warm-up, direct
instruction with visual and auditory support, guided practice, independent work, and a calm-
down activity. Transitions were clearly communicated in advance.

7. Sensitivity to students’ individual needs:

The teacher was highly attentive to sensory and emotional needs. She allowed movement
breaks, used calming strategies for students showing distress, and adjusted expectations based
on energy levels, attention span, and communication ability.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher maintained a simple, distraction-free appearance and used a calm, rhythmic voice.
Her creativity was evident through the use of customized flashcards, sensory boxes, social
stories, and adapted learning games. She consistently reinforced positive behavior with visual
tokens and praise.

9. Overall Learning environment of the classroom:

The classroom was structured, calm, and predictable. It was visually enriched but not
overwhelming. Soft lighting, minimal noise, and sensory corners provided comfort and focus.
Students appeared relaxed and engaged in learning with joy and curiosity.

10. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation provided me with deep insights into the unique needs of children with Autism.
I learned the importance of visual support, structured routines, and positive reinforcement. The
teacher emphasized patience, flexibility, and the power of repetition. She advised consistent
collaboration with therapists and parents for better progress. I realized how important it is to
understand the sensory world of autistic learners. The techniques I observed, especially the use
of PECS and visual schedules, have inspired me to incorporate structured supports in my future
teaching practices for inclusive classrooms.

Signature/stamp of the observed teacher: ___________________________

Date: 01-07-2025

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Classroom Observation Report No. 2 (Autism Spectrum

Disorder)
Name of the student: Fatima Zohra
Roll No: 24SPED0062
Name & address of the school visited:
Bright Minds Special Education School
House #18, Street 4, G-8/2, Islamabad
Name & Contact details of the observed teacher:

Grade/Class/Level: Early Primary (Class 2 – Autism Support Group)

No of Students in the class: 5

1. Command over subject matter/content:

The teacher demonstrated strong knowledge of both subject content and autism-related
behavioral and communication strategies. He used clear, repetitive instructions and adjusted
the difficulty level to match the cognitive abilities of the students.

2. Classroom organization and management:

The classroom was well-structured and visually organized. There were clearly labeled areas
for learning, sensory regulation, and play. Visual schedules, rules, and instructions were
displayed on boards. The teacher ensured minimal distractions and followed a strict routine,
which helped maintain calm and order.

3. Rapport with the students with diverse special needs:

Mr. Kamran had an excellent rapport with his students. He was respectful, patient, and
communicated using each child’s preferred mode—verbal, gestural, or PECS. Students showed
trust and responded positively to his interactions.

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4. Appropriateness of teaching method varying severity of Autism Spectrum

Disorder:
The teacher individualized instruction by using a mix of visual prompts, verbal cues, and
modeling. For non-verbal students, PECS and gestures were used, while students with mild
autism were engaged through direct questioning, games, and role play. He also used ABA-
based reinforcement to guide behavior and learning.

5. Assistive technology used during teaching/learning:

Assistive technology included iPads with educational apps, visual timers, picture schedules,
and AAC devices for non-verbal communication. Smartboard activities and sensory light
boards were also incorporated to enhance engagement and understanding.

6. Lesson presentation sequence/steps used by the teacher:

The lesson began with a greeting and visual schedule review, followed by a warm-up activity.
New content was introduced step-by-step with demonstration, practice, and repetition. Each
student completed a task individually with reinforcement and then the session ended with a
calm-down activity.

7. Sensitivity to students’ individual needs:

The teacher was extremely sensitive to the sensory, emotional, and learning needs of each child.
He allowed flexibility, provided movement breaks, and accommodated differences in attention
spans. He responded calmly to behavioral outbursts and used de-escalation strategies when
needed.

8. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

Mr. Kamran was modestly dressed in soft-colored clothing, which avoided visual
overstimulation. His voice was gentle and consistent. He demonstrated creativity by using
interactive songs, sensory bins, social stories, and visual behavior charts to support learning.

9. Overall Learning environment of the classroom:

The learning environment was calm, structured, and sensory-friendly. The use of soft lighting,
limited noise, visual supports, and a clear routine created a predictable and safe space. Students
were visibly comfortable, engaged, and responsive to their surroundings.

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10. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation taught me how structured routines, visual supports, and patient
communication are vital for students with ASD. Mr. Kamran shared that consistency,
simplicity in instruction, and reinforcement are key to successful teaching. I learned the
importance of individualized approaches, especially in managing sensory needs and social
behavior. He also explained the significance of collaboration with therapists and parents in
developing effective IEPs. I feel more confident and inspired to apply these strategies in
inclusive and special needs classrooms, ensuring that each student is met with understanding
and dignity.

Signature/stamp of the expert teacher: ____________________________

Date: 01-07-2025

Classroom Observation Report No. 1 (Learning Disability)

Name of the student: Asma Riaz
ID No: 23SPED0059
Name & address of the school visited:
The Rising Hope Inclusive School
Main Boulevard, Gulberg III, Lahore
Name & Contact details of the teacher observed:

Grade/Class/Level: Elementary Level (Class 4)

No of Students in the class: 10

11. Command over subject matter/content:

The teacher had excellent command over the subject matter and adapted the content to match
the learning pace of students with learning disabilities. She used simplified language, visual
aids, and repetition to ensure clarity and comprehension.

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12. Classroom organization and management:

The classroom was structured in small groups to allow for peer interaction and individual
support. Materials were clearly labeled and accessible. The teacher managed the classroom
with consistent rules, positive behavior strategies, and predictable routines.

13. Rapport with the students with diverse special needs:

The teacher had a strong rapport with her students. She encouraged them regularly, praised
small achievements, and maintained an environment of trust and comfort. Students felt safe
expressing themselves and asking for help.

14. Appropriateness of teaching method varying severity/nature of Learning

Disability:
The teacher used differentiated instruction, combining visual, auditory, and kinesthetic
techniques. Students with dyslexia were provided with colored overlays and phonics support,
while those with dyscalculia were guided with manipulatives and visual number charts.

15. Assistive technology used during teaching/learning:

Tablets with learning apps, text-to-speech software, and interactive whiteboards were used to
support student learning. Audio books and spelling programs were also available to students
with reading difficulties.

16. Lesson presentation sequence/steps used by teacher:

The teacher began with a recap of the previous lesson, introduced new material using visuals
and real-life examples, followed it with guided practice, then individual tasks, and concluded
with peer discussion and feedback.

17. Sensitivity to students’ individual needs:

The teacher displayed strong sensitivity to the individual learning needs, providing extra time
for task completion, modifying instructions, and offering one-on-one support. She
acknowledged every child’s progress, regardless of pace.

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18. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

She was neatly dressed and used a soft, positive voice that was easy to follow. Her creativity
shone through the use of storytelling, role-play, and colorful worksheets. She maintained a
cheerful attitude throughout the session.

19. Overall Learning environment of the classroom:

The classroom had a warm, inclusive, and engaging environment. It was filled with educational
posters, student work displays, and learning corners for reading, writing, and math. The space
encouraged exploration and active participation.

20. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation enhanced my understanding of how to approach learning disabilities with
flexibility and patience. Miss Hina explained how each child with a learning disability requires
a personalized method, supported by visuals, repetition, and emotional encouragement. I
learned the importance of tracking small milestones, providing consistent feedback, and
avoiding comparison between learners. I also gained insights into how assistive technology can
empower students and how positive reinforcement builds confidence. This experience has
motivated me to create inclusive lesson plans and focus on individual strengths in my future
teaching.

Signature/stamp of the observed teacher: ___________________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Learning Disability)

Name of the student: Zainab Fatima
Roll No: 24SPED0048
Name & address of the school visited:
Unity Special Education School
Plot #12, Johar Town Phase 1, Lahore
Name & Contact details of the observed teacher:

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Grade/Class/Level: Primary Level – Grade 3 (Learning Support Class)

No of Students in the class: 12

11. Command over subject matter/content:

The teacher demonstrated excellent knowledge of the curriculum and adapted the content
skillfully according to the learning levels of each student. She used simple language, repetition,
and relevant real-life examples to explain core concepts clearly.

12. Classroom organization and management:

The classroom was organized into different learning centers—reading, math, sensory, and art.
The teacher maintained discipline with visual rules and clear expectations. Transition routines
were smooth and helped reduce anxiety among students.

13. Rapport with the students with diverse special needs:

Mrs. Rubina had a kind and nurturing attitude toward her students. She offered frequent
encouragement, responded patiently to each child’s emotional and academic needs, and
maintained positive interactions that built student trust and confidence.

14. Appropriateness of teaching method varying severity/nature of Learning

Disability:
Teaching methods were varied and tailored. Students with reading disabilities used phonics
and picture-based decoding activities, while those with math challenges received support using
concrete manipulatives. Group work, hands-on tasks, and peer support were used to support all
learners.

15. Assistive technology used during teaching/learning:

The teacher used audio books, digital flashcards, speech-to-text tools, and educational apps on
tablets. Some students used colored overlays for reading, while others accessed content through
talking calculators or large-print materials.

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16. Lesson presentation sequence/steps used by the teacher:

The lesson began with a recap and warm-up activity, followed by a direct instruction session
with visual aids. Students were guided through hands-on practice, received immediate
feedback, and completed short independent tasks before the session ended with a group review.

17. Sensitivity to students’ individual needs:

The teacher showed excellent sensitivity to individual needs, providing extra time for slow
learners and one-on-one attention to students requiring more support. She adjusted her
expectations and maintained flexibility in assessments and activities.

18. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

Mrs. Rubina wore neat and simple attire. Her voice was calm, expressive, and easy for students
to understand. She creatively used storytelling, puppet play, music, and drawing to explain
difficult topics and to engage students with different learning styles.

19. Overall Learning environment of the classroom:

The classroom was inclusive, colorful, and filled with visual cues, motivational posters, and
accessible learning materials. Students appeared relaxed and motivated. A structured yet
friendly atmosphere supported individual learning and group interaction.

20. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation helped me understand how differentiated instruction can transform the
learning experience for children with learning disabilities. Mrs. Rubina emphasized building
student self-esteem through success-oriented tasks. I learned the importance of adjusting pace,
giving positive reinforcement, and using assistive tools to reduce learning barriers. She shared
that collaboration with parents and consistent routines are essential for progress. I now feel
better equipped to plan inclusive lessons and foster a safe, engaging learning environment for
every student.

Signature/stamp of the expert teacher: ____________________________

Date: 01-07-2025

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Classroom Observation Report No. 1 (Slow Learners)

Name of the student: Hina Shahid
ID No: 24SPED0027
Name & address of the school visited:
Hope for All Inclusive School
House #22, Block C, Gulshan-e-Ravi, Lahore
Name & Contact details of the teacher observed:

Grade/Class/Level: Grade 4 (Remedial Support Section)

No of Students in the class: 15

21. Command over subject matter/content:

The teacher demonstrated strong understanding of the subject. She simplified concepts and
used repetition and real-life examples to ensure comprehension. Her explanation method was
paced appropriately for slow learners, ensuring no student was left behind.

22. Classroom organization and management:

The classroom was organized into small groups with labeled learning stations. Visual aids and
learning materials were easily accessible. The teacher used soft verbal cues and hand signals
to maintain discipline. Routine was structured but flexible enough to accommodate each
learner’s pace.

23. Rapport with the students with diverse special needs:

Ms. Farhat maintained a friendly and patient relationship with the students. She used
encouraging words and provided emotional support. Her interactions were respectful and
nurturing, helping to build students’ self-confidence.

24. Appropriateness of teaching method varying severity level of Slow Learners:

The teacher used multi-sensory teaching strategies such as flashcards, pictures, storytelling,
and hands-on activities. She broke down tasks into smaller, manageable steps and reinforced
learning with constant feedback and examples suited to individual levels.

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25. Assistive technology used during teaching/learning:

The teacher used audio lessons, interactive learning games on tablets, visual schedules, and
colored overlays to support reading. Slow learners were also supported with recorded
instructions and digital drawing tools for practice.

26. Lesson presentation sequence/steps used by teacher:

The teacher began with a revision of previous lessons, introduced new content slowly using
visual and auditory tools, followed by guided practice and then individual worksheets. The
lesson concluded with a summary and a short reinforcement game.

27. Sensitivity to students’ individual needs:

She provided differentiated instruction, adjusted workload, and gave extra time for responses.
She was sensitive to signs of frustration or fatigue and allowed short breaks. Personalized
encouragement was given to maintain motivation and reduce anxiety.

28. Personality dynamics (e.g. dressing, voice tone, creative etc.):

Ms. Farhat dressed modestly and maintained a calm, clear tone of voice. Her creativity showed
through the use of charts, colorful worksheets, rhymes, and story-based learning. Her
classroom was visually supportive and emotionally positive.

29. Overall Learning environment of the classroom:

The environment was warm, inclusive, and structured. Visual aids, calm lighting, and learning
corners supported slow learners. Students appeared relaxed and engaged, showing interest in
activities that were designed according to their pace.

30. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation taught me the importance of patience, repetition, and empathy in teaching
slow learners. Ms. Farhat shared that progress may be slow but consistency in support and
positive reinforcement leads to success. I learned that students need encouragement, not
comparison, and that simplifying content and using visual support can greatly enhance their
learning. I now understand how breaking down lessons, adapting tools, and showing care can
transform the learning experience for students who struggle academically.

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Signature/stamp of the observed teacher: _________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Slow Learners)

Name of the student: Ahsan Javed
Roll No: 24SPED0068
Name & address of the school visited:
Bright Horizons Learning Center
House #54, Block D, North Nazimabad, Karachi
Name & Contact details of the observed teacher:

Grade/Class/Level: Grade 5 – Remedial Section

No of Students in the class: 14

21. Command over subject matter/content:

The teacher had a deep understanding of the subject matter. He effectively broke down complex
topics into simple, manageable concepts for slow learners. His explanations were clear,
repeated where necessary, and supported with practical examples.

22. Classroom organization and management:

The classroom was well-organized with group tables, clearly labeled resources, and visual
instructions. There was a routine visible on the board, and behavior management was carried
out through a reward system and soft verbal redirection.

23. Rapport with the students with diverse special needs:

Mr. Noman had a caring and respectful relationship with his students. He praised small efforts
and encouraged student participation. He made every student feel valued and addressed each
one by name with a positive tone.

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24. Appropriateness of teaching method varying severity level of Slow Learners:

The teacher used differentiated strategies such as task segmentation, visual prompts, verbal
cues, and hands-on activities. He provided more support to students who were struggling, while
gently encouraging independence in those with better grasping skills.

25. Assistive technology used during teaching/learning:

He utilized educational tablets with simplified apps, digital timers for task management, voice
recorders for reading practice, and phonics software for language support. Visual boards and
color-coded materials were also effectively used.

26. Lesson presentation sequence/steps used by the teacher:

Lessons followed a consistent sequence: prior knowledge review, objective introduction, step-
by-step guided teaching, student practice in pairs, and final independent tasks. He concluded
with revision and reward for efforts.

27. Sensitivity to students’ individual needs:

The teacher was highly sensitive to students’ varied academic and emotional needs. He used
flexible timing for activities, maintained a non-judgmental attitude, and allowed for movement
breaks for those needing them. He was observant and responsive.

28. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

Mr. Noman dressed professionally and kept a calm, soothing voice. His creativity was evident
in his use of music-based memory techniques, interactive board games, and real-life role plays.
He maintained high energy and patience throughout.

29. Overall Learning environment of the classroom:

The classroom provided a calm, supportive, and encouraging environment. It included visual
rules, student work displays, a help corner, and materials adapted for slow learners. The space
allowed students to feel secure and motivated to learn.

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30. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation helped me understand how essential individualized attention and patience are
when working with slow learners. Mr. Noman shared that understanding the pace, emotional
state, and learning style of each student is crucial. I learned that flexibility, positive
reinforcement, and simplified instruction are key. He stressed the importance of routine and
structure to support academic growth. I will now focus more on preparing modified lesson
plans and using engaging, student-centered approaches that cater to slower processing speeds.

Signature/stamp of the expert teacher: ____________________________

Date: 01-07-2025

Classroom Observation Report No. 1 (Inclusive Education)

Name of the student: Mariam Tanveer
ID No: 24SPED0035
Name & address of the school visited:
Al-Fajr Inclusive Model School
Street No. 9, Satellite Town, Rawalpindi
Name & Contact details of the teacher observed:

Grade/Class/Level: Grade 3 (Inclusive Section)

No of Students in the class: 20 (including 5 with special needs)

31. Command over subject matter/content:

The teacher demonstrated a strong command over the curriculum and adapted it according to
the diverse abilities of her students. She skillfully incorporated examples that related to both
general and special education learners, ensuring everyone understood the core concepts.

32. Classroom organization and management:

The classroom was arranged in mixed-ability groups, and learning stations were well-labeled
with visuals and tactile materials. A visual schedule was used to guide the daily routine.
Students were seated in a way that facilitated collaboration and inclusiveness.

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33. Rapport with the students with diverse special needs:

Ms. Saba had a warm and respectful attitude toward all students. She listened attentively to
their needs, used non-verbal cues for students with speech impairments, and gave equal
participation opportunities to every student. The children appeared comfortable and trusting.

34. Appropriateness of teaching method varying severity of type of disability:

She used differentiated teaching methods—verbal instruction, sign language, Braille materials,
and pictorial aids—to support students with hearing, visual, and intellectual impairments.
Activities were modified based on each student’s IEP goals and readiness levels.

35. Assistive technology used during teaching/learning:

Assistive devices included Braille slates, talking calculators, hearing aids, tablets with AAC
apps, and large print storybooks. The interactive whiteboard supported visual learners with
animations and digital flashcards.

36. Lesson presentation sequence/steps used by teacher:

The lesson began with a group discussion, followed by guided instruction using visuals and
manipulatives. Students then worked in small groups on differentiated tasks. Finally, a
reflective session allowed students to share their understanding using their preferred
communication modes.

37. Sensitivity to students’ individual needs:

The teacher showed deep sensitivity by adjusting pacing, repeating instructions, and offering
personal assistance when needed. She gave students the freedom to express answers in different
forms—drawing, speaking, pointing, or signing—without pressure.

38. Personality dynamics (e.g., dressing, voice tone, creativity, etc.):

Ms. Saba dressed professionally in soft, non-distracting colors. Her voice was calm and
expressive, and she used gestures effectively. Her creativity was reflected in her use of puppets,
colorful storyboards, and games that encouraged social interaction.

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39. Overall Learning environment of the classroom:

The classroom was inclusive, accessible, and welcoming. Posters promoting diversity and
kindness were displayed. It was equipped with ramps, adjustable furniture, and sensory-
friendly corners. Students were engaged, supported, and interacted freely with one another.

40. Self-learning/reflections of trainee teacher after discussion with the observed

teacher:
This observation helped me understand the importance of planning inclusive lessons that
accommodate every learner. Ms. Saba emphasized the value of flexibility, collaboration with
specialists, and consistent parental involvement. I learned that inclusive education is not just
about access but about equity and dignity. Every student deserves support according to their
unique needs. I was inspired by how she managed to teach multiple learning levels within one
lesson, and I hope to implement the same patience, planning, and creativity in my future
classrooms.

Signature/stamp of the observed teacher: ___________________________

Date: 01-07-2025

Classroom Observation Report No. 2 (Inclusive Education)

Name of the student: Areeba Khan
Roll No: 24SPED0012
Name & address of the school visited:
Rising Hope Inclusive School
Plot #15, Block A, Model Town Extension, Lahore
Name & Contact details of the observed teacher:

Grade/Class/Level: Grade 2 (Inclusive Classroom)

No of Students in the class: 18 (including 6 with special needs)

31. Command over subject matter/content:

The teacher showed strong subject knowledge and adapted the curriculum effectively for both
typically developing and special needs students. He used age-appropriate language and
simplified content through visual examples and role play to ensure better understanding.

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32. Classroom organization and management:

The classroom was inclusive and well-structured with flexible seating arrangements and a clear
visual routine displayed. Behavior expectations were defined using symbols. Transitions
between activities were managed smoothly with timers and verbal cues.

33. Rapport with the students with diverse special needs:

Mr. Imran developed warm, respectful relationships with all students. He listened actively,
addressed them by name, and provided emotional encouragement. Students responded
positively and appeared confident to participate in class activities.

34. Appropriateness of teaching method varying severity of disability:

He used multiple instructional strategies such as visual storytelling, concrete materials, and
peer tutoring. Students with hearing impairments received sign-supported speech, while
children with ADHD were allowed movement breaks. Instruction was customized for each
disability type.

35. Assistive technology used during teaching/learning:

Assistive tools included tablets with learning apps, Braille flashcards, magnifiers, and visual
timers. Students with speech delays used communication boards and apps. The whiteboard was
used for group visual learning, enhancing focus and engagement.

36. Lesson presentation sequence/steps used by the teacher:

The lesson began with a greeting activity, followed by a short explanation using pictures and
real objects. Students engaged in group tasks and then individual practice. The lesson ended
with a question-answer round and a recap of key points.

37. Sensitivity to students’ individual needs:

Mr. Imran was highly responsive to each student’s learning style and limitations. He provided
modified worksheets, gave verbal praise, and allowed additional time for slower learners. He
ensured that no student felt isolated or left out.

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38. Personality dynamics (e.g. dressing, voice tone, creativity, etc.):

The teacher dressed neatly and used a soft, friendly tone. His communication was inclusive
and his body language was encouraging. He creatively used puppet shows, interactive games,
and real-life materials to make lessons enjoyable and accessible.

39. Overall Learning environment of the classroom:

The classroom environment was positive, inclusive, and emotionally safe. Visual aids, tactile
materials, and inclusive charts were visible throughout. Peer interaction was encouraged, and
all students participated actively without fear or hesitation.

40. Self-learning/reflections of trainee teacher after discussion with observed

teacher:
This observation provided deep insight into the practical implementation of inclusive
education. Mr. Imran emphasized the value of mutual respect, communication, and flexibility
in a diverse classroom. I realized how vital it is to design lessons that suit all learning styles
and how assistive tools can bridge learning gaps. The inclusive approach not only benefits
special needs students but also promotes empathy and collaboration among all learners. I will
strive to adopt these inclusive practices and develop lesson plans that ensure every child feels
seen, heard, and valued.

Signature/stamp of the expert teacher: ________________________________

Date: 01-07-2025

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