SPED Inquiry

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The student I chose to do my SPED inquiry on is diagnosed with Autism; he has Developmental Coordination Disorder. For the few weeks I observed him, I just tried to form a rapport with him. I would go over to him each day, and ask him how his day was going; he would respond with one word answers like 'good.' Bik does not get any extra support in class from an LST teacher or an EA . There is an EA in the class, but he does not interact with her, and she only helps the other student with autism in the class. Bik is an extremely quiet student who does not socialize with anyone, not even the student beside him who has autism as well. Furthermore, when Bik is given a task he often does not begin it for at least ten to fifteen minutes. He often sits in …show more content…
My strategy for making sure that Bik contributed to class discussions, was to check in with him, and check to see which one of the questions he had completed. After that I would let him know in advance that I would call on him to answer a particular question. I believe this gave him time to process his answer in his head. Each time I asked Bik to share his ideas, he answered and shared his ideas very eloquently with the class. I made sure during and after conversations with Bik, or after he answered a question in front of the class, to provide him with precise positive reinforcements. For example, I would say "Bik, I really liked how you did...." and I would also try to connect further class discussions with Bik's ideas, and make references to them in the class. I believe this had a positive effect on Bik, because his responses were getting longer when he shared his ideas with the class. Another task I had Bik's class do, was to create skits about conflicts present in literature. I created the groups myself, and paired Bik with a group that I knew would be
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