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.