Running head: FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. Field Experience: Public vs. Private Resourcefulness. Michelle R Miklinski Liberty University 1 FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. 2 Bethany Lutheran School in Naperville, IL has opened its doors to students; preschool to 8th grade for eighty years. Home to about 250 students each year, Bethany is dedicated to teaching academics and instilling Christian values. Despite a lack of federal funding Bethany has proactively established early intervention instruction that brings special education resources to their students. Bethany employs a parttime Speech Therapist along with a Special Education Interventionist whose services have been present at the school for the last six years. The first half of the ten hour field experience took place at Bethany Lutheran to compare the type of instruction, needs of the student, and resources available as they relate to the public school system. On day 1 of the field assignment a fourth grade female was first to receive intervention. Practice and learning took place in a resource room, outside of class. The student is experiencing a delay in reading skills and is being assessed using Jerry Johns, “Basic Reading Inventory” as its text. The text employs a timed passage which assists the instructor with the assessment of the student’s rate and accuracy. The student is also assessed on her comprehension and decoding skills. The following group was second graders, male and female, who used the workbook, “Horizons: Learning to Read”. The students would practice reading a story by filling in a blank space with an appropriate word. They also had to complete words in a story that were only half completed, for instance, “Hap” would have to be replaced with “Happy”, “can” to be replaced with “candle”, and so forth. One child had difficulty verbalizing the correct word in a sentence. He frequently substituted words that were similar to but not the intended word. Examples of this included: back for black, woke for walk, and so forth, it was as if he was guessing or paying little attention to detail. The majority of students, except for one, did not have an IEP, the teacher, Mrs. Holly Spooner, stated that they have switched over to RTI (Response to Intervention) over the last two years. RTI identifies students who are at risk for poor learning outcomes. It also monitors student progress, provides evidence-based interventions, adjusts the intensity and nature of those interventions depending on a student’s responsiveness, and identifies students with learning disabilities or other disabilities. FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. 3 (National Dissemination Center for Children with Disabilities) Ms. Spooner stated that even though they have some intervention resources in place, they do not have the ability to take children with severe learning problems. When a family requests intervention for a special needs case, each child is assessed and it is determined if their school would have the resources to benefit the child. If they feel the intervention needed is greater than they can provide, they will recommend that the student pursue public school assistance. Lastly, as stated, one child age 11 had an IEP; his session relied heavily on computer instruction. He was typing a paper explaining what he did this past summer. I assisted him in looking up a word in the dictionary and copied his work to a flash drive. Each child had an incentive to fill in an attendance sheet after completing their work each day, once a sheet is completed, the child would be offered a small prize of their choice. I was interested in observing children with lower functioning skill so I spent the second portion of the field experience with middle school students who were classified primarily as Autistic. Ms. Michelle Savant, a first year teacher, invited me to spend the day at Fischer Middle School in Aurora, IL. The class was self-contained and consisted of five students, three TA’s and a teacher. District 204 in well known for their special education services. Many families transfer into the area specifically for the districts educational resources. Each school is specialized in one form of intervention. The schools include: Fischer Middle School whom instructs children with Autism, Scullen Middle School specializes in emotional and behavioral intervention, and Still Middle School serves students with wheel chairs, cerebral palsy, feeding tubes and the like. These are but a few of the schools who are providing intervention for the district. Although Ms. Savant was modest about her experience, the classroom seemed to run quite smoothly. Upon arrival the students were engaged in desk work. Female 1 (S) was working with a computer program which measured reading comprehension. (S) is in the sixth grade and has limited verbal skills. She follows the screen with her finger, repeating the sentence three times, before picking an answer. Her FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. 4 assistant prompts her to speak the answer and S. will reply with a one word response, “banana.” She is very soft spoken and has limited speech. Female 2 (L), has speech capabilities but it is not easily understood. She can read and is working on carrying out daily goals, such as: Saying “Hi” to another student in the class, reciting her ABC’s, and giving a fellow student a “high five”. At one point she became over stimulated and took it upon herself to count and sort buttons to calm herself down. Male 1 (M) likes to draw and sing; he is quiet most of the time with short outbursts of song and hand flapping. The hand flapping is so unique; he is able to make a slapping noise like that of a toy clacker. Male 2 (MX) is described as, “a runner”; I suspect that he has ADHD along with his autism. The TA who is paired with him must strap him with a brace and backpack that has a tether for the TA to hold on to. During desk time he is confined to a cubicle to prevent over stimulation. Male 3 (F) is highly sensitive to sound; therefore he wears headphones to drown out the noise. He becomes over stimulated by his five senses, so much so, that textures, tastes, and touch are overwhelming for him. The students participate in a cooking class where they have been taking turns with different aspects of the preparation. In the month of September, they have been learning how to make a fruit smoothie. The day before the cooking class, the students were taken to a local grocery store to collect the ingredients, part of their functional skill building. On this day, the students will take turns naming the ingredient they are responsible for and adding it to the mixture. The children were then able to drink their concoction and helped in cleaning up the table. Physical education was the next class in which the students participated. They were given a half an hour to run, walk, ride stationary bikes, walk on a treadmill, and play with hoola hoops. Each TA (and I) had to guard a door to ensure no one would wonder off; one of the boys who tend to run off ran for my door, but when I stood up he turned and ran the other way, laughing, like he was playing a joke on me. Lunch time was after gym class and the students sat at their desks to eat. One girl, (L) who is working on social skills was able to go to the cafeteria and eat with the general education students. After lunch she came back to the room highly stimulated, so she took a time-out in the sensory room to calm down. The FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. sensory room was dark and peaceful, filled with blankets to snuggle in, a chair to rock in, and soothing lights to help her relax. The classroom is highly structured with job charts and a rotating schedule. Pictures adorn the student’s desk reminding them of certain rules they have been given to follow. Sessions are broken up into fifteen minute intervals, I believe this is so the children do not get bored or over stimulated, it keeps class management with the students to a minimum. I enjoyed my field experience, especially working with the autistic children. Each child is so unique and personalities so different, I can see why autism is considered a “spectrum disorder”. I see them as gentle souls who may or may not have a care in the world, but I feel they hold a special place in it, educating all of us and making us better for it. 5 FIELD EXPERIENCE: PUBLIC VS. PRIVATE RESOURCFULNESS. References National Dissemination Center for Children with Disabilities. (2010, December). Response To Intervention (RTI). Retrieved from http://nichcy.org/schools-administrators/rti 6