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His crayons fell all over the floor. Just as he bent down, his glasses slid off his face. Armstrong had been watching Jake out of the corner of her eye. She sighed as she considered the amount of energy it took to try to get him to fit in.

He’s Just a Goofy Guy

She was considered by her colleagues, including Sharon, the special education resource teacher, to be a competent teacher committed to literacy who was on top of things concerning curriculum and instruction. Betty often said that it was her goal to make kids feel good about being in school and especially about being a part of her class. She had high expectations for her students and required them to work hard to meet those expectations. This year, Betty had Jake and David, two students from a non-categorical, special education class.

Both students had a learning disability, but Jake also Creative writing ww2 some fine motor problems and behaviors typical of students labeled attention deficit disorder with hyperactivity ADHD -although he had never been diagnosed.

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Sharon Moss, the special education teacher in the early education class, checked regularly with Betty to see how the two students were doing.

Sharon had been a special education teacher for six years and prided herself on her ability to work with general education teachers and successfully transition students into the general education classroom. Each time Sharon asked Betty how things were going, Betty responded the same way.

David is often mentore.bemobilejobs.com first to raise his hand with the correct answers when I verbally quiz the class, and Jake reads so well!

His behavior is really not what it should be for a general education classroom,” Betty would remind Sharon. Everything has its place and everything is always in it’s place–well almost always. Jake and David came into the room as they did every day at They went directly to their desks as Ms.

Armstrong had always insisted.

Jun 10,  · In your case study, I like that you noted the control issue of the adult in charge and felt moved to contact a higher authority. I liked the idea of bringing in a third party for counsel. That idea really fits these situations.

Jake bumped his desk out of place as he sat down. She smiled back, “Hi! Armstrong announced to her first graders who looked at her enthusiastically. Jake fidgeted in his seat. There they are–my crayons,” he said aloud to himself as he grabbed them and put them on top of his desk still holding his desk top curriculum vitae realizador of his desk top, and it came slamming down. His crayons fell all over the floor. Just as he bent down, his glasses slid off his face. Armstrong had been watching Jake out of the corner of her eye. She sighed as she considered the amount of energy it took to try to get him to fit in. She smiled back, “Hi! Armstrong announced to her first graders who looked at her enthusiastically.

Jake fidgeted in his seat.

He’s Just a Goofy Guy

There they are–my crayons,” he he’s just a goofy guy case study answers aloud to himself chippy-chiggs.000webhostapp.com he grabbed them and put them on top of his desk still holding his desk top up with his other hand.

Just then his left hand let go of his desk top, and it came slamming down. His crayons fell all over the floor. Just as he bent down, his glasses slid off his face. Armstrong had been watching Jake out of the corner of her eye. She sighed as she considered the amount of energy it took to try to get him to fit in. She was considered by her colleagues, including Sharon, the special education resource teacher, to be a competent teacher committed to literacy who was on top of things concerning curriculum and instruction.

Betty often said that it was her goal to make kids feel good about being in school and especially about being a part of her class.

essay competition 2016 mauritius She had high expectations for her students and required them to work hard to meet those expectations. This year, Betty had Jake and David, two students from a non-categorical, he’s just a goofy guy case study answers education class. Both students had a learning disability, but Jake also had some fine motor problems and behaviors typical of students labeled attention deficit disorder with hyperactivity ADHD –although he had never been diagnosed.

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