2/25/2017 Placement Type: special education class with partial integration - WIN2017-CONT505-001 Special Education, Part 2

WIN2017CONT505001SpecialEducation,Part2

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SiobhainBroekhovenpostedFeb8,20174:04PM Subscribed

PlacementType:specialeducationclasswithpartialintegration

forImaginaryAmy

(Inmath,imaginarynumbersarealsocalledcomplexnumbers.Ithinkimaginary(ficticious)students
mayalsobecomplex.)

Amyisanexceptionalgrade7pupilwhohasbehaviouralandcommunicationalexceptionalities.Shespendspartofherdayin
thebehaviourunitandanotherpartinherregularclassroom.Sheisrewardedforspendingmoretimeinherregular
classroom,astheultimategoalis,thatshewillreturnfulltimetoaninclusiveclassroom.Shehasaparaeducator
(EducationalAssistant)assignedtoheratalltimes.Amyhastroubletransitioningfromoneenvironmenttoanotherandoften
usesaswingchairinthebehaviourclassroom,orusesanoutdoorswingifitisgoodweatherandnotrecesstime.(Itmustbe
quietenoughtoeasehertransitionsnotnoisyandcrowdedwhichmayfurthercomplicatehermood.)Thebehaviour
classroomhaspastelbluefabriccoveringthefluorescentlightingaspastelbluelighthasbeenshowntoslowtheheartrate
andcalmmoods(PsychologyofLight:HowLightInfluencestheHealthandPsyche,2015).Shemayleaveeitherclassroomif
sheneedstimetocalmherselfdown(withanEAtosupporther)toswing,ortogoforawalkaroundtheperimeterofthe
schoolyard.Amyisworkingreallyhardatcommunicatingherfeelingsoffrustrationand/orangerinsteadofresortingto
physicalviolence.(HerLDsmakeschoolworkastruggle.Beingteasedbytheotherstudentsinthebehaviouralunit,because
sheisstruggling,isalsofrustrating.)HerEAistrainedonhowtorestrainherifnecessary.ThissupportsthesafetyofAmyas
wellasotherstudentsandstaffintheschoolwhileenablingAmytotakepartinthedaytodaylifeofaclassroom.Shestarts
themorningsinherregularclassandparticipatesintheanthem,morningprayersandannouncements.Thisisher
opportunitytoexperiencehowstudentsheragebehavecooperativelyinaregularclassroom,andanopportunitytoform
friendshipswithherpeers,aswellaslearnsubjectswiththeregularteacher.ShesitsatthebackworktablewithherEAto
giveheragoodviewoftheroom,butalsososheisnearthedoorifsheneedstoleave,andsoshemayleaveandreturn
withoutdisturbingotherstudents.AmysEAdoesmuchmorethanensureasafeenvironment.HerEAisapositiverolemodel
andconstantlyliftsAmyup,asshepaysattentiontoAmysemotionalneedssotheteachermayfocusontheacademic
needsintheclassroom.AmyhasdifferentEAsfordifferentpartsoftheday.Sheislearningtotrustmorethanoneadult,and
tobeabletomaketransitionsbetweeneducators,aswellasclassrooms.

excerptfrom:

PsychologyofLight:HowLightInfluencestheHealthandPsyche

http://file.scirp.org/pdf/PSYCH_2015080510351792.pdf

5.LightingandEnvironment:TowardsanEcologicalApproachtoLightPerception

Researchabouttherelationshipsbetweenlightinglevelsandcoloursbyoneside,biophysiologicalandneuropsychological
phenomenabytheother,haveshownthatlightinfluencesbiochemicalandhormonalprocesses,bodytemperature,mood,
psychologicalwellbeingandelectricalbrainactivity,influencingtheneurotransmitters(Mahnke&Mahnke,1987):thatis
thereasonwhyinthewaitingroomsofpublicspaces(surgeries,hospitals,churches,airports,andsoon)lowlightingis
used,accompaniedbywarmcoloursorpastelshades,inordertoinducerelaxationandevokeasenseofprotectionand
hospitality(forexample,lightgreenorblue)while,inaproductionorcompetitiveenvironment(suchastheworkingspaceof
anoffice,oraboxingorfightingring),markedbythedynamismofproductionrates,highlightingaccompaniedbycolder
chromatictemperaturesisabletostimulateagreaterworkefficiencyandproductivity,butalsoaggressivenessand
competition(Tiller,1990Badiaetal.,1991Ginthner,2002).

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SheejaJoseph
February8at7:10PM

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