Running head: FIELD OBSERVATION FINAL 1

A Deeper Understanding of the SPED World

Helen A. Ortega

College of Southern Nevada

FIELD OBSERVATION FINAL 2

A Deeper Understanding of the SPED World

My Experience

The experience I gained couldn’t have happened without this opportunity of working

directly within the special needs community. I had a positive experience shadowing Mrs.

Korbein at Wengert Elementary school. Throughout my field observation, I worked in a pull-out

classroom that had an emphasis on third to fifth grade autistic student. Working with them

allowed me to step out of my comfort zone and learn more about not only special needs students

but primarily about the autistic population. My hours at Wengert elementary school consisted of

working with seven of the most diverse, fun, loving students I have ever had the opportunity of

working with. They taught me that being a special education teacher has its challenges but it is

always worth it at the end of the day when you see them succeed. The students and teacher I

worked with made this experience worth it. They gladly opened the doors of their classroom to

me, knowing that I was going to be there observing them. Every second of the ten hours I was

there I learned that despite a disability these students have the potential to achieve every goal

they have set out to achieve. They don’t allow their obstacles to become barriers. They push

through, no matter how many times they want to give up, and achieve their homework goals,

writing goals, and especially their reading goals. These students have opened my eyes to the

greatness that lies within a special needs student, and person in general. They deserve teachers

who are willing to put in their time and effort to helping them and from my experience Mrs.

Korbein was one of them! If I had to continue this observation I would gladly be open to

continuing.
FIELD OBSERVATION FINAL 3

Incorporation of Assistive Technology

Assistive technology is very crucial within the special education classrooms. It allows

students to work in an environment in which they feel comfortable. Our book is great at

providing us with the proper definitions to three terms that are essential for understanding this

topic regarding assistive technology. Those terms are: Assistive technology device, services, and

specialists. Assistive technology devices are defined as, any item, piece of equipment, or product

system that increases, maintains, or improves functional capabilities of individuals with

disabilities. While working with the seven students at my observation location, I realized how

important it is for students with disabilities to have assistive technology incorporated into their

routines. Many of them used special made binders that would allow them to connect an object to

its name, function, and color. The binders were constructed to have movable Velcro pieces that

made it easier for the students to properly place the pieces without the worry of them moving and

ending up in the wrong category.

We can see through table 5.4

provided to us in chapter 5, that

there are four categories listed

under assistive technology. They

range from no-tech to high-tech, which is something as simple as the binders previously

mentioned to systems ran through computers or iPads. Regardless of the simplicity or complexity

assistive technology has a huge impact within the special needs community. As future educators,

it is our job to provide and create new and better forms of assistive technology for our students.
FIELD OBSERVATION FINAL 4

Individuals with Autism Spectrum Disorders

Autism Spectrum Disorders are diverse and never develop exactly the same with every

person. For that reason, being able to expand your knowledge on ASD is highly important when

attempting to deal with its population. Autism Spectrum Disorders are defined as developmental

disorders characterized by abnormal or impaired development in social interaction and

communication and a markedly restricted repertoire of activity and interests. I had the

opportunity to gain exposure to an environment exclusively for the autistic population. They all

displayed a distinct personality despite of sharing the same disorder. I saw a range of students

who were quiet and kept to themselves to students who had behavioral issues and were

aggressive. When entering an autism classroom you have you be ready for the unexpected due to

their rollercoaster of emotions. From the classroom I was placed in I worked with a student

names Amado who was an example of an autistic student who was quiet and kept to himself. He

displayed a mannerism which was

mentioned in our book. He often sat

in silence and simply rocked back

and forth. That motion is common

within the autistic community and is

known as a repetitive behavior. Our

book does a great job at covering

and informing us of the different

characteristics from individuals who have an autism spectrum disorder. While I was doing my

observation I was only able to see and experience characteristics from three of the four areas
FIELD OBSERVATION FINAL 5

which were, concentration and attention, affective disorders, and learning disorders. The

behaviors listed below those areas were relevant to what I experienced firsthand. Working with

the autistic student population is definitely not easy but I do believe that they can teach us a lot

through their behavior.

Carlitos and Echolalia

Throughout my field observation involvement I gained a lot of knowledge that I did not

have when I was first entering, one being the discovery, to my knowledge, of a disability called

Echolalia. Echolalia is the precise repetition, or echoing, of words and sounds. Before this

observation I had never heard of the disability but was eager to learn more about it. I felt as

though it was important for me to incorporate this into my paper because it was new information

that I was able to obtain due to this field observation.

My interest with learning more about echolalia derived after meeting Carlos also known

as “Carlitos”. Carlitos is a seven year old boy who was diagnosed with echolalia autism.

Through my interaction with him I established that he presents signs of both immediate and

delayed echolalia. Immediate echolalia is exact repletion that immediately follows the person’s

speech. Researchers found that this form of echolalia helps maintain their social interaction

(2016). The other form of echolalia he presents is Delayed echolalia which is repetition of speech

that occurs at a later time. Carlitos was able to maintain his social interaction by engaging the

people who were talking to him by repeating what they were saying to him. He would also often

repeat things he would here at home from his family member, which showed the signs of delayed

echolalia. The help and speech therapy Carlitos is receiving now will establish if he will grow

up and develop prolonged echolalia or if it will be something that with time will diminish.

Prolonged echolalia continues in an estimated 75% of children with a diagnosis of Autism

FIELD OBSERVATION FINAL 6

Spectrum Disorder, and may resolve on its own or continue into adulthood (Gammon, 2017).

Only time will be able to tell us whether it will be a resolved condition or one that will follow

him through adult hood.

SPED class environment

There are many factors that play an important role for a well-equipped classroom for

autistic children. One of the largest things teachers should implement is organization. In order for

autistic students to know what is being asked of them and to remain on task, teacher should

ensure that their classroom is in order and things are easily accessible to their students. Another

factor that works alongside organization is the development of a daily routine.

Austismspectrum.org does a great job at explaining why it is important to establish a routine.

They stated that what most people view as normal may be overwhelming and frustrating to

someone with autism. Routines help students create stability and order. Since they know that

there are certain things that need to be done daily, they are not caught of guard and thrown off

balance. If steps to a routine are presented clearly from beginning to end, it is easy for a student

with autism to catch on and begin repeating the step. As teachers our job is to create a fun and

safe environment regardless of what it may take. It is our responsibility to make them feel safe,

in order for us to receive the behavior we expect. An example I can think of, of something that

may catch an autistic student by surprise and change their mood and behavior is when a fire

alarm is set off at school. While in Mrs. Korbein’s class there was an instance where we had a

fire drill and a student named Charlotte instantly became frightened and hysterical. Due to the

change in routine, it was never something she saw coming. She was set off balance and getting

her to calm down and return to focus was hard and almost impossible. This is simply one of the

many example of how important routines are to a person who is battling autism.
FIELD OBSERVATION FINAL 7

References

Autism Spectrum Australia. (n.d.). Retrieved May, 2019, from

https://www.autismspectrum.org.au/content/establishing-routines

Gammon, T. (2017, June 14). Echolalia. Retrieved May 10, 2019, from

https://www.thero.org/2017/06/13/echolalia-2/

Garguilo, R. M., & Bouck, E. C. (n.d.). Special Education in Contemporary Society(6th ed.). Los

Angeles, CA: Sagepublishing.

Positive Partnerships. (2016, November). Retrieved May, 2019, from

http://www.positivepartnerships.com.au/en/fact-sheet/echolalia