OBSERVATION WITH COOPERATING TEACHER
During my observation of Ms. Naletilic’s classroom, I had the opportunity to explore the dynamics of teaching students with intellectual disabilities. Specifically students with autism, down syndrome, and related disorders. The classroom serves students at the K-1 level, who face
various learning challenges and strengths which makes the instruction highly individualized and adaptable.
Classroom Environment/ Student Needs
The students in Ms. Naletilic’s class are primarily nonverbal or have limited communication and rely on AAC devices to interact. Many students are still in the early stages of developing basic work readiness skills, such as following directions, scanning, and matching. Since these students are not yet ready for a traditional kindergarten/ first-grade curriculum. A significant focus is placed on building foundational life skills and behavior management, including instructional control and social skills development. The classroom is carefully organized to meet the students’ varied needs. Visual schedules are prominently displayed to aid students in transitioning throughout the day, providing a sense of predictability and stability. Instruction is highly individualized through program binders which are tailored to each student’s specific goals and objectives. Students engage in one-to-one with aides, teacher assistants, or the teacher. They also participate in small group activities, with a focus on multisensory learning. This approach supports students in developing literacy and math skills while fostering social
interaction and classroom participation.
Data-Driven Instruction and Assessment
Data collection plays a central role in shaping the instructional practices of this ABA classroom. Ms. Naletilic utilizes a variety of assessment tools including the ABLLS-R to assess students’ baseline skills across cognitive, fine motor, behavioral, and communication domains. This assessment informs the development of IEP goals, allowing for targeted support. The class also participates in daily data tracking on academic skills, behaviors, and progress towards goals. For example, discrete trial data is collected to monitor progress on specific skills, and this data is graphed for ongoing progress monitoring. Behavioral data is recorded to track patterns and identify when further behavioral interventions may be necessary. Pre-assessments like the ABLLS-R and pre-kindergarten assessment, provide valuable insights into where students stand in terms of their foundational skills. Although all students are not yet ready for grade-level content, the focus has shifted to work readiness and functional skills that will serve them both in the classroom and in daily life.
Curriculum and Instruction
The curriculum used in Ms. Naletilic’s classroom is adapted from the ABLLS-R assessment as well as each student following a personalized program. The materials used in the classroom are tailored to meet the individual needs of each student, ensuring they receive instruction that is both accessible and challenging. The curriculum is designed to be culturally relevant, incorporating diverse books and content to expose students to a wide range of experiences and perspectives. Holiday celebrations and cultural learning are integrated into the lessons, ensuring that all students feel represented and engaged.
In terms of question design, Ms. Naletilic adapts the cognitive level of her questions to suit each student’s developmental stage. For students with lower cognitive abilities, she focuses on basic identification, labeling, and matching tasks. For those who can handle slightly more complex tasks, she asks WH questions (“Who?” “What?”) with choices to help facilitate responses. The goal is to scaffold learning in a way that allows all students to participate meaningfully. Student’s responses during lessons inform Ms. Naletilic’s instructional choices. If a student struggles with a particular skill, the questions or choices may be adjusted to provide more support, often using visual aids or more concrete prompting. Encouraging student’s voices is vital to their engagement and sense of ownership of their learning. It contributes to their social and academic development by promoting inclusion in their learning process. This classroom observation reflects AAQEP standard 1e, which emphasizes the importance of designing and implementing coherent instruvtion and assessments that are aligned with student development, learning needs, and standards. Ms. Naletilic's instruction demonstrates intentional scaffolding, continuous assessment, and culturally responsive practices that foster access for all learners.
Assessment and Alignment with Standards
Both formative and summative assessments are aligned with state standards in ELA, Math, and Science. For example, ELA standards focus on foundational reading skills such as tracking words from left to right and answering basic questions about a text. In math, students are expected to understand number names and the concept of addition and subtraction. Science lessons explore basic concepts like the states of matter and simple experiments related to temperature. Students completed a “Fizzing Snowmen” science experiment with support using vinegar, baking soda, water, bins, measuring tools, googly eyes, paper, trays, and droppers. Formal data collection takes place during the group lessons and individualized stations. Trial data is gathered during specific activities, such as sequencing tasks in ELA, and informal data is collected through observation. Scatterplot data sheets are also used on a daily basis to monitor student behavior.
Instructional Strategies and Modifications
To address the challenges faced by students in the classroom, Ms. N employs several effective strategies. Breaking down skills into smaller, manageable parts is a key strategy to ensure success in ABA. Station-based learning and multi-sensory activities allow for repeated exposure to vocabulary skills, reinforcing learning through different modalities.Modifications are routinely made to ensure that students have access to the curriculum. For instance, sequencing and writing activities are adapted to meet individual needs, core boards are used to support communication during story time, and velcro-based adapted books help students engage with the material more effectively.
Context and Importance of the Unit
The unit I observed fell into the winter theme with a specific focus on winter vocabulary, sequencing of events, and story comprehension. The ability to sequence events is a critical skill or life skills and daily living activities. Understanding weather and seasons is important for
students’ overall academic and personal success. This unit fits into the broader context of the semester where students participate in weekly ELA book studies. The small group and individualized instruction allows Ms. N to adapt lessons based on each student’s cognitive and behavioral needs. Flexible grouping and interactive activities give students the chance to develop both academic and social skills. By working in small groups, students receive more targeted instruction and practice in areas they may need more support.
Conclusion
Overall, Ms. Naletilic’s classroom is an exemplary model of individualized, data-driven instruction that prioritizes both academic growth and the development of essential life skills. The focus on work readiness, communication, and behavioral development set students up for
success both inside and outside the classroom. The use of adapted curriculum, ongoing data collection, and flexible, supportive classroom environment ensures that each student receives the support they need to succeed.