Observation and Adaptation Plan Hand In Hand Placement 2

Student E is a warm, enthusiastic young preschool student whose bright smile and fun personality is contagious. He is actively participating in school each day, and he enjoys his time spent outside on the playground with his peers. After working with Student E for several weeks in the classroom, it has become evident to me the potential he carries as a young student. Student E is very enthusiastic when it comes to learning letter sounds and names, and he specifically enjoys saying and recognizing the letters C and Q. He also recognizes familiar items from the letter wall (Tiger for T) and is able to identify these items as he sees them throughout the classroom. Another strength that Student E carries is his ability to properly mimic what is being modeled to him. There have been several accounts in which I have modeled a word or action, and he has repeated it with excellence. With these strengths and more, Student E is on his way to growing as a successful student and individual. Although this student has acted upon his potential, there are still some areas of need that have been noted through my personal observation of this child. One day during center time, I was observing Student E at the science center. He was playing alone and working with magnets, books, and many other objects available at this center. I noticed that Student E was not using words in his play; he was simply making noise and speaking gibberish with his toy animals. I found this a little odd, seeing as many of his classmates are speaking in either long phrases or complete sentences. I walked over to him and asked him if he wanted to build a tower using the magnetic pieces that were available. He simply ignored me at first, and after a second and then third prompting he agreed. As we played, I noticed that Student E was having trouble picking up the magnetic pieces with his hands. He favored his right hand more than his left, and he was not

too keen on using his left hand when encouraged to do so. He continued to build with his right hand, but quickly lost interest and began playing with his toy animals again. For the remainder of center time, Student E played alone and even lay on the floor for a good portion of the time. After reflecting upon this instance the next few days, there were several key areas of need that I recognized in Student E. First, he needs support and encouragement in his verbal communication skills, and should specifically be encouraged to speak in complete sentences rather than with one or two words. Next, Student E would benefit and develop greater socially from more frequent peer interaction. This is an important skill that needs development and support, especially throughout the first few years of a childs life. Finally, there should be even greater attention brought to the frequency that Student Es uses his left hand. Several adaptations can be made throughout the school day to help support and meet each of these needs that Student E has. One of these adaptations could be providing Student E with a center buddy, a classmate who would be assigned to play and interact more intentionally with this student. The classroom teachers may also consider encouraging or modeling role play to take place between Student E and this center buddy in the home living center. Role play is a fun and natural way for children to grow in their verbal communication skills, and it would also teach Student E the importance of communication with others. It is also found through research studies that students who are slower to develop in speech and language benefit from using items such as sock puppets during their play and interaction with others. Often times, it is found that students who take more time to speak in complete sentences may not do so because they feel pressured or anxious to speak in front of others. By using objects such as the sock puppet, students will feel less pressure directed at them to speak, and they will feel more comfortable producing conversation through the puppet.

Another adaptation that can be made to better meet the needs of Student E could be incorporating more opportunities for technology use. Based on previous observations, Student E responds extremely well to interactive technology and remains much focused on learning when it is done through technology. I believe that Student E should be allotted a time (possibly center time), to use the iPad to listen to and practice speaking using the app Starfall. This iPad app includes letter names and sounds, as well as small letter activities that require student responses. In addition to this adaptation helping Student Es communication skills, this would also increase the students use of his left hand. The teacher could ask the student to hold the iPad with his right hand and tap the screen using his left hand. This would require not only movement of this hand but accuracy as well. Finally, the teacher should continue to encourage Student E to use his left hand through a variety of classroom activities. One example could be verbally reminding Student E to carry items with two hands, or providing hand-over-hand modeling for actions such as pulling apart magnetic items. As stated before, this student does extremely well mimicking what is modeled for him, and this would be a simple way to improve the mobility of his left hand. Each of these strategies is some that will begin in assisting and meeting the needs of Student E. They are simple and should not interfere with daily classroom procedures and schedules. In addition, each of these adaptations can be built upon and modified as Student E continues to grow in these areas of need. I am sure that with the implementation of these strategies, Student E will continue in his development and success as an individual.