Christian, Quinci

SPED 2100-001
Observation Report
John Crosland
I could hear the faint clicking against the linoleum floors gaining in proximity and
resonance. It wasnt until I felt Comets cool damp noise against my leg, and later all over my
face, that I had realized John Crosland had a service dog. This was my first time in this school
and my first time in a school designed specifically for students with Learning Disabilities. You
can only imagine the excitement and anxiety I meagerly attempted to mask with my unrefined
professionalism.
John Crosland is kindergarten through twelfth grade school that is committed to
educating children with various forms of Learning Disabilities. They help students with ADHD,
dyslexia, Aspergers, Dysgraphia, Dyscalculia amongst other behavioral and learning differences.
There are around 100 or less students total and classrooms are relatively small, none of which
exceed 10 students. These smaller classes allow a more direct teaching method especially
beneficial for students with difficulty paying attention or following directions.
I noticed the teachers were masters in the art of redirection. Majority of the students have
difficulty sitting still and paying attention so much so that the teachers are accustom to near
constant redirection using various tactics. One tactic being verbal, verbally redirecting the
students and bringing their attention back onto the assignment or task. Another tactic is to
minimize distraction. Majority of the classrooms were very modestly decorated as if to ensure
the students wouldn't be focusing on anything but their instructor.

Its shocking to see the methods they use to inhibit distraction or hyperactive behavior.
For instance, each desk has a bungee cord type device connected to the front two pegs. This
contraption is intended to be used for the kids who tend to become restless, so they have
something to occupy their feet. They also use a bouncy ball or stress balls for similar effects.
Some teachers will allow the students to sit on a bouncy balls or occupy their hands with stress
balls so they can focus on the tasks at hand.
In efforts to rid the kids of distraction the teachers would ensure a clear work space. The
students rarely had anything besides a number two pencil and their current assignment on their
desks. Considering the students were so easily distracted, directions were repeated regularly and
every process would be broken down into much smaller steps. These practices are exemplified
through the teachers very structured approach to lessons and daily class routine. They gave the
students a great balance of structure with room to venture into creative territory.
They had such great structure that the students knew exactly what to do upon arrival to
every class that they accomplished majority of the time. At the start of every class students were
expected to have gotten out their homework, one pencil, and to have put their binders away. At
the end of every class they were expected to hand in their assignments, write down their
assignments, put away their stuff and have the teacher sign them off. In reality the students
would regularly get side track talking to friends at the beginning of class. At the end of the
classes some of the students would walk out without the teachers signature.
One of the most helpful teaching methods is providing the students with strategies to use
to complete a task, allowing them to work on some task independently then providing them with
significant feedback. This strategy was used a lot at John Crosland. Actually the students
received regular feedback on their work. Providing feedback is important so that the students

know if the work they are doing is correct. Feedback also gives the teacher the opportunity to
provide positive reenforcement where it is needed.
Throughout the whole process there were a few things I was extremely nervous about.
One of those being that the teachers let me take a lot of responsibility when it came to helping
the students and working with them one on one. I have no prior experience so I wasnt
anticipating them throwing me in the class to do anything significant. However, it does seem to
make sense. By being able to to work with the kids one on one more I established a better
relationship and perception on what exactly they were struggling with.
Im really not sure what I had expected to see before I got there, but for whatever reason I
figured each student would have similar difficulties learning. I could not be more wrong. Every
student there had different learning methods, different skills and much like our selves different
strong and weak points. Each student was at their own level, some third graders were at a second
grade level. As well as some younger students preforming at a higher level. The different ends
of the spectrum are prevalent, but John Crosland has done an amazing job making the school feel
safe and judgement free.
You could feel the stress the faculty put on making sure these kids feel comfortable. This
includes comfortability in the classroom with what they are learning as well as gaining
comfortability around their peers. I noticed one way the do this is by referring to people as
friend. By referring to other students as friends the students become more accepting of
relationships with other students enabling healthy social relationships. By teachers referring to
themselves as friend the help the child understand that they are people they can talk to, and trust
for help.

Too often kids with Learning Disabilities, and even those who dont, get left behind.
Typically because they need to be at a certain level by a certain time or the students need to reach
a certain point before the teacher hands them off to the next. When in reality what they need is a
team behind them helping them and supporting them, rather than leaving them in the dust. Its
not just about educating them, its about recreating a love for learning that general education
settings failed to do for them.
I feel like the most significant thing I have learned through my observations and field
studies is that these kids need more, and we should be the ones passionate about what we do
enough to help these kids. John Crosland has a video on their website in which one of the
teachers said, Some of the most amazing stories came from kids that didn't feel comfortable,
who felt they had a low self-esteem, who felt that they weren't good enough in a certain area.
Going beyond, is the schools mantra and it perfectly embodies what Special Education
is to me. Special Education isn't a lot of patience or a great cause or whatever else my peers
think it is. It is taking the initiative to go beyond expectations and go beyond the general
education system to help and understand those who were misunderstood and left behind. Special
Education is the dedication to the betterment and success of a childs education and life.