Observation Task 2: Identifying Children with Special
Educational Needs (SEN)
Table 2: SEN Support for Students
Name Age IE Area of Focus Type, range and frequency
P of support provided /
needed.
Lamar 4 years The teacher is working
Autism old The teacher focusing on the eye contact with
in all the areas her during the lesson.
because she try to
let Lamar participate she using picture and
in the classroom. symbols on activities,
rules paper, and the
power points to help her
understand visually.
In the bus time, the
teacher let her leave 3
minutes before the
students to save her for
the pushing in the line.
Rawan 4 years in the group's
Premat old tables because she has a difficulty in writing so
ure she is not working the teacher try to give her other
births on the activities or facilities that help to deliver the
with other information in a simple way for
students so the example flash cards or coloring .
teacher working to
help her to work.
Moham 4 years
ad old In the groups About the dysgraphia the
Specific working she care to teacher sometimes give him
learnin give him extra time extra time to complete the
g to manage his time activity with the students or
disabili with other students. extenuation his work.
ties
Reflections on Observation Task 2: Identifying Children
with Special Educational Needs (SEN)
The school policy for inclusion for SEN students in the school are every
student should have the opportunity in all aspects of school life. We support
all the requirements of the student and involves parents and all teaching and
support staff in contact with the student. And we offer a comprehensive
curriculum and quality that is concerned with the knowledge and develop the
skills and gain the transfer of positions do not discriminate against any group
of learners because of ability, gender, race, social class or disability.
In the classroom the there are accommodations were made for the identified
SEN students in the classroom . So for the specific learning disability, the
teacher accommodates him by giving him an extra time to work and she use
diagrams, graphics, and pictures to support instruction beside model what
you want students to do Sequence slowly. There are no assistive technology
materials used with the identified SEN students.
The teacher uses different strategies for each SNE students. First for the
specific learning disabilities as he has problem on dysgraphia so the teacher
sometimes gives him extra time to complete the activity with the students or
extenuation his work. Second about autism student the teacher is working on
the eye contact with her during the [Link] she uses picture and symbols
on activities, rules paper, and the power points to help her understand
visually. Also In the bus time, the teacher let her leave 3 minutes before the
students to save her for the pushing in the line. Finally premature births
student the teacher has difficulty in writing, so the teacher tries to give her
other facilities that help to deliver the information in a simple way for
example flash cards or coloring.
There is other school staff that worked with the identified SEN students. For
example there is a ladies care of them in the school they take them to the
bathroom and also in my class as the autism student need more care the
lady hold her hand to write with her. And finally I think that including the SEN
students in the regular classroom are so important for them because most of
them not have any mental problem so they can learn and understand also
this so important for their psychological I think they will be more comfortable
in this way.