Observational Task3

Paper details: you have to observe two kind of 8 years old child. first child 8 years old boy without disability and second child 8 years old boy with (((AUTISM DISORDER))) .There is not a discrete line that separates children who are “able” from children who are “disabled”. Children may appear“able”in one setting, but less“able”in another. Children may appear “able” in one subject area, and less “able” in another. Logistics: you will need to span your 2 hour observation to include TWO settings: both a physical/interactive setting (PE, lunch, recess) and a classroom setting. In addition, the setting must include children both with and without disabilities. Write-up to be turned in: B. PhysicalDevelopment (1to2pages) (physical growth) What differences do you see in the body/skeletal growth of all of the children that you observed? (gross motor skills) What differences do you see in children’s ability to run, jump, throw a ball, catch a ball, climb stairs, pull out a chair and scoot in a chair? (fine motor skills) What differences do you see in children’s ability to dress, draw pictures, print letters, write in cursive, include detail and depth dimension in drawings * Do you observe children receiving supports in any physical domain? If so, what do they looklike? 1. Describe the diversity observed. Be sure to support your observation with sufficient explanation to allow us to understand what you saw. Somehow stress the diversity within general education as well as looking for the “outliers” (for lack of better word) that would be identified as special education 2. Describeanysupportsthatyouobservedthatwereusedtoassistanyofthechildrenin accomplishing physical tasks. C. Cognitive/Linguisticdevelopment (1to2pages) cognitive/linguistic development (play) What differences do you see in children’s play behavior? One example of cognitive development is the ability to represent one thing as another (use a paper as a hat). Is there evidence of representational play? The ability to make a plan and act in an organized way are other examples of cognitive achievements. Do play activities seem planned and organized? (language & communication) What differences do you see in children’s ability to communicate effectively with the teacher? With one another? Notice differences in nonverbal communication and language use (attention & memory) What differences do you see in children’s ability to attend to activities? Are some children more distractible then others? Are some children better able to sit and attend for longer periods of time? Do you see any evidence of the relationship between attention and memory? Do the non-attenders remember information if asked? Do you see evidence of rehearsal strategies used by children? (cognition and academic learning) What differences do you see in children’s reading skills (fluency, decoding, and comprehension)? What differences do you see in children’s math skills (number sense, math facts, computation, problem solving)? • Do you observe children receiving supports in any physical domain? If so, what do they looklike? 1. Describe the diversity observed. Be sure to support your observation with sufficient explanation to allow us to understand what you saw. 2. Describeanysupportsthatyouobservedthatwereusedtoassistanyofthechildrenin accomplishing cognitive/linguistic tasks. D. Social/Emotional Development (1 to 2 pages) social/emotional development (self concept) What indicators do you see of the children’s developing self-concept? Do some children compare their own performance to that of their peers? How do they describe themselves? “I am good at….I’m don’t like…I like….” (empathy) What indicators do you see of the children’s developing sense of empathyforothers?Doyouseechildrencomfortothers?Doyouseechildren what do they look like? 1. Describe the diversity observed. Be sure to support your observation with sufficient explanation to allow us to understand what you saw. 2. Describeanysupportsthatyouobservedthatwereusedtoassistanyofthechildrenin accomplishing social/emotional tasks. E. Final thoughts 1. Whatdidyourobservationsleadyoutobelieveaboutthediversitythatispresentingroupsof typically developing children AND in groups of typically developing children and children with disabilities? 2. What practices did you observe that you felt were particularly helpful and why?