Reflective Journal #3

I am getting used to the routine of Mrs. C's classroom in the morning. I know that Canyon's schedule must be taped to his notebook when he arrives. I know he doesn’t get his notebook out of his bag by himself, ever. Most notably, I have observed that nearly everything must be done for him. Even though he is obviously intelligent, and there is clearly a lot going on in his head, he is unable to focus on just about anything throughout the two hours I am with him.

I love that the other children accept him and are exceptionally helpful. The girl that sits beside Canyon does so much for him! Without her, and the others who help him out, I honestly do not believe he would get anything done. This is very unsettling to me. While I understand that separation can be hurtful and make a child feel that they are different or not good enough, I am also finding that being with the general education class is hindering Canyon’s development.

 I feel that Canyon could be learning and growing so much more than he currently is. Instead, he is allowed to read picture books or play games on his iPad while the other students work on assignments. Also, if I had not been with his during his research assignment on the computer, I feel certain that he would not have typed even one letter. The 6^th grade teacher just isn’t able to give him the specific attention he needs.

        This is completely new territory for me. I have never been in the situation as a parent of a child with autism or any serious learning disability. It makes me wonder what resources are available and what I would choose for my child. What would he choose for himself? Today, I am simply feeling sad that Canyon’s potential is not being fully reached. Perhaps there is much more that I do not see, such as time spent with him with on an individualized learning plan. I hesitate to judge, because I am only at the school for two hours a week. I am just concerned, because, even though I have only been going to the school for a few weeks, I have really grown to like Canyon in that short time.

Reflective Journal #2

      
 

When I arrived at the elementary school I volunteer at, I was told that today would be slightly different because the teachers were all going to attend a funeral. There would be a sub and all of the sixth grade classrooms were going to be combined. Because of this, the normal routine of the classroom seemed rushed to me. I wondered if the students also felt that, although they were not aware of the situation with the funeral.

Henceforth, I shall call the boy with autism that I work with “Canyon,” and this is only because I recently heard that name and I love it. I also thing this is anonymous, yet at the same time it avoids the confusion of always having to refer to “that boy.” He deserves a name, after all. His teacher will be own only as Miss C.

I definitely detected a flash of recognition in Canyon’s eyes when he saw me Tuesday morning. He knew why I was there, and he knows that he can ask me for help if he needs it. He has needed me more than I ever thought he would, and he doesn’t seem bothered when I am standing close to him, or if I gently tap his shoulder to help him focus. I was told he would be upset if I was in his space, but so far he seems okay with it.

I noticed that Canyon was having more difficulty staying on task this week than he had been the previous week. When the children arrive in the morning, they look at the projector screen at the front of the class so that they know what they are supposed to start working on. Canyon never looks at it. I can tell that he is thinking other things. Sometimes he talks quietly to himself, and occasionally he smiles or laughs. I am always left wishing I could look into his mind and see what he sees. I have heard that he has a fantastic imagination. I never can ask him because we are in a quiet classroom.

I helped Canyon stay focused for the two hours that I was there. We moved from Miss C’s room to another teacher’s class, because the sixth grade does rotation in the morning. There, they talked about Johnny Appleseed. Canyon seemed interested in the story that was told to the students. I wondered if he simply likes storied in general or just to be read to.

During an assignment that required research online, Canyon was the only student who did not have to work on it. He was allowed to take his own iPad from his backpack and have free time instead. This was one more way that I noticed his education being different, or tailored, for him specifically. Perhaps the teachers know that he will not be able to do the assignment, even with my help? I don’t know, but he was definitely with his games. I said goodbye to him when I left. He didn’t respond.

 

 

 

 

Reflective Journal #1

          Tuesday morning, I spent my first day at the local elementary school in the 6th grade class with a boy who is autistic. When I approached the special education teacher, she seemed very happy to have help with this 6^th grade student. She instructed me to watch him in class, giving him encouragement to refocus on his school work whenever he became distracted. She said that I should stand next to him because it made him uncomfortable, and that would get his attention. If I needed to, I should touch his elbow, even more incentive. I worried that it would be odd to stand next to this child’s desk constantly, watching him for two hours every Tuesday morning. I was sure he wouldn’t like it. I know I wouldn’t.

            When I started out that morning, I realized that I was needed after all. I sat behind him, and tried not to watch him too intently. He did become distracted quite often. I was told that he is at the higher end of the spectrum. There were a few kids that always jumped in to help him when he needed to get out an assignment or line up at the door. I thought it was great that they had never been asked to do this but they took it upon themselves because they knew he needed their help.

            The class went outside for recess, and I saw that this boy liked to be active. He seemed to enjoy running around the track and doing the required jumping jacks and knee lifts. When it was time for a game similar to kickball, he was just like any other child on the field. They all liked the game and participated.

            The last part of my time there was spent in the computer lab. The teacher gave the boy the same assignment as the rest of the class, except that she cut it in half for him. She knew that he wouldn’t complete it. I sat next to his computer and helped him. After a couple of the questions were answered, I doubted that he would have completed any of the questions had I not been there. I also wondered if he tried less because he knew I was there to help. I then tried not to do it for him so much as assist him in finding the answer for himself.

            When I left, I made an effort to say goodbye to him. I thought to myself that it had gone better than I expected. Also, he was much easier to work with than I had anticipated. I was told that he could become upset easily. I didn’t experience that, but that is not to say that it couldn’t happen later. I am not sure how to react to that behavior. The teacher has been very helpful so far and I will continue to communicate with her so that I may be more effective with him.