InTASC Standard Three: Learning Environments

The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and selfmotivation.

Name of Artifact: Portfolio One: Exceptionalities Classroom Observation

Date: September 21, 2015
Course: EDUC 230: The Exceptional Child

Brief Description:
A two hour observation of the inclusion classroom, taking note of activity, teacher,
and student.
Rationale:

Environments that support learners both individually and collaboratively

encourage positive social interaction, active engagement in learning, and
self-motivation for all learners.

Traci L Schwartz
Ivy Tech
Education 230

I observed Ms. Kim Vincents second grade at Cooks Corners Elementary

School in Valparaiso, Indiana on Friday September 18 2015.
I found the children being seated at the floor in front of a small easel, whit
the date written boldly across it. The kids sit cross-legged, each with a miniature
white-board to write on. The children are eager guess the color of the apple
numbered 18 for the calendar. They all write eagerly, red or green. I note there is
a pattern of the apple color in the large wall display calendar. Mrs. Vincent
engages the students next to say why they have guessed that color. A child says it
is growing one more red apple each time, and Mrs. Vincent calls this a growing
pattern. They work together more on writing the date. Mrs. Vincent becomes
animated upon saying the lettering aloud to the kids. Do you have a great big F
(deeply), and a little R, and a little I (higher pitch), and a (flat and dull) period?
I notice then, a special needs boy (boy D), who is also animated like the
other kids, as they learn capitalizations, but with a less complex speech pattern. I
note he is enjoying the activity, and that he is stating the date, to his ability. The
other kids surround him, and in the group, his exceptionality is not noticeable.
The kids put away their things and sit at the desks, as told, to begin spelling.
Boy D is having more trouble with sitting still, as an adult enters, and boy D, and
another exceptional boy, (boy M) who was previously unbeknownst to me, to go
with Mrs. Schnabel for Schnabel Time. These boys look positively joyful to go
with her, and I am curious what Schnabel Time is? I assume special education
services which are part of the childrens I. E. P.
I had an exam that day, so I had to leave the class, then return. I find that
boy M is there, but boy D is gone for the day.

The children have independent reading while Mrs. Vincent catches up on

grading spelling tests. When finished, she then takes time to read a word book
with boy M, and he is encouraged by her participation. When the kids put their
books away, I see another girl help boy M. It seems he is accepted in his
classroom.
Reflecting on my time in the inclusive classroom, I find that it was done
well and effectively for all involved. I was impressed with students acceptance of
the exceptional students, as they blend right in. I saw formal (the time he spent
with specialists) and natural supports for boy M, as his mom made an
announcement at the end of the day regarding the PTO, which she is the head of. I
also know, however, that Mrs. Vincent has been teaching 17 years, so she is
knowledgeable and experienced. An inclusive classroom might not be so
wonderful without this teacher experience.