Observation Task 2: Identifying Children with Special

Educational Needs (SEN)

Special Educational Needs (SEN)

Focus: Identifying types of learning support needed for SEN students

Objective: To encourage student teachers to support and included the

learning needs of identified SEN students in the classroom

Procedure: Identify two children who have SEN and complete table 2 to
highlight their needs and identify support that is offered which facilitates
their learning. If your class has no SEN students you will need to go
to a class that has SEN students in order to complete this task.

Table2: SEN Support for Students

Name Age IEP Area of Focus Type, range and frequency of
support provided / needed.

Ibrahim 5yrs Possible ADHD: target Daily Teacher Support with

to try and sit still on advice from Learning
2month
the carpet for an Enhancement Teacher:
s
agreed amount of
time (5 minutes) Sit child in space by the
teacher at every carpet
time;
provide a manipulative
e.g. squeezy ball;
Complete Reward Chart
every day.
Maria 5yrs Possible
m communication,
4mont - Repeat instruction for her
hs speech, and social - Using reinforcement
skills difficulty.
Target: to develop
her social skills with
other students.
Reflections on Observation Task 2: Identifying Children
with Special Educational Needs (SEN)

Read the questions below and write your answers

1. What is the school policy for inclusion for SEN students in

the school?
The parent tells that his child is a special need child and he brings
the Medical and psychological reports. They use Stanford-Binet
Intelligence Scale, the IQ test, and other social skills problems tests.
The SEN teacher checks the childs psychological and medical
reports. Children go through a test in the school to make sure that
this child can talk, repeat and that is not hyperactive because it
would affect the peers in the classroom. If everything met the
standards and the child can be included in the classroom, they
accept having this child in an inclusion classroom. They create an
IEP according to the results of the testing to develop the skills the
child needs.

2. What accommodations were made for the identified SEN

students in the classroom?
- SEN services according to the case of the child like one to one
support and individual supporting classes that are approximately 3-4
classes a week. An IEP is created for each SEN student, and if the child
had behavioral problems, they would create a behavior plan for him
that would include strategies to control the behavior of the child.

3. Was there any assistive technology, other equipment or

materials used with the identified SEN students? If yes,
please describe the equipment that was used and what it
was used for.
- Visual aids like the Smartboard, iPad, and flashcards because
most of the SEN students are visual students.
4. What teaching strategies did your MST use with the
identified SEN students?
- If she want to teach them numbers she will ask him to write number one and he
should not write the number 1 he should trace the lines to form the number1. My
MST also allowed other students to work with SEN students to develop their
social skills and shows that the inclusion class is successful.

5. Where there any other school staff that worked with the
identified SEN students? If yes, please explain their role
and what they did with the identified SEN student.
- The SST which consists of the classroom teacher, classroom
assistant, the SEN teacher, social worker and the nurse.

6. Do you think that SEN students should be included in the

classroom or taught in class specifically for SEN students?
Why / Why not

In this school, SEN students can be included in the classrooms, but it

depends on their disability. SEN students can be included in the
classroom only if they wont harm their friends in the classroom. And
before they put them in the classes the special need teacher will do
a test for them to check if she can put them in the classroom or not.