Hi eZuGeQ, I am also in an internship in a self-contained ESE classroom right now. For my students who are low academically, I make sure to print off worksheets that have to do with my lessons that they can work on independently. They really enjoy this. For example, if I'm teaching about the solar system, I could provide the student with a coloring sheet of the planets, a worksheet where they trace the planets and trace the name of each planet to help improve their writing, or a connect the dots or color by numbers sheet. The key is making sure the worksheet is relevant to the content. The student can work on this during the lesson. I would make sure to go around to the student and point to the paper and share relevant information to help her make connections to what she is learning. Maybe ask her to point to things to check her understanding (i.e. which planet is earth?) As far as behavior management goes, I would create some sort of system where she can show how she is feeling. Since she is unable to do this verbally, I would use images that express different emotions. She could be asked to perform this self evaluation of how she is feeling every day or every time she gets distracted. This allows her to communicate how she is feeling and may give you insight into why she is acting out. Hope this helps! Good luck to you in your internship. Melissa

The best thing to do would be to engage the student with in the lesson though differentiation. My first thought would be to talk with her Para, chances are they have worked with this student for a good amount of time and might have some insight as to what types of activities engage her. If for what ever reason the Para is unable to provide this information talk to your CT or another teacher familiar with the student. Then find workbooks or work pages from outside sources, or even create project based activities so that the student is engaged and not board she is not on level with the other students in the classroom. Felt quiet books are something that are time consuming and sometimes expensive to make but can be adapted to many different subjects. Use picture based flashcards to build vocabulary about emotions. Allow her the opportunity to participate in whole group activities such as a using a reading software on the i pad.

Social stories are helpful with nonverbal students. You can address proper use of her wheelchair, personal boundaries, and attention issues with pictures. To keep her occupied, you could also try integrating technology and have her do something content related on the computer. Technology can bring engagement back to a student who is becoming bored with traditional lesson presentations.

I would first attempt to figure out why the student bored during class. Is there something that I can do to prevent these misbehaviors? I would provide the student with lessons and books and papers at her learning area to help occupy her. She cannot be allowed to throw books around the classroom just because she is bored. Even though it is hard to spend the time with her that she needs, I would be sure to at least acknowledge her and give her praise when she is behaving appropriately and working.

Melissa, I like your recommendation. I agree if the student is not able to communicate, she will express her feelings in a different way. She will try to get people's attention. Showing her pictures and asking her how she feels is a great way to deal with her emotions. I will also provide something else that she likes. Maybe she likes a specific app and you can give her some time in the IPad or computer. She needs to have smaller lessons.

When the paraprofessional has to step out, can you provide this student with an iPad or computer activity to do? Perhaps providing this student with a differentiated assignment will help keep her on task and keep her from disrupting the class.

I would say if the student's misbehavior is on such a large scale, she should be consistently accompanied by the professional aid. It is unfair to both the teacher and the students for such a distraction to be occurring. Not to mention, the student with exceptional needs deserves a caretaker that can ensure she is receiving the best education possible.

I would have a different plan for her during these lessons, it may be that since she is nonverbal she feels uninvolved and is creating distraction to be a part of the class. You can create the lesson for her in a different way and allow her to work ahead or at whatever pace she needs to while you instruct the class. There can be activities that she is involved in that are active and do not require verbal communication. Try TPR responses that she can participate in with the class.

I am currently observing a profound ESE high school class and each student will be motivated by a different interest. One student is really motivated by puzzles and will keep busy until her puzzle is completed. When the students in this class get bored they become loud and disruptive. The students in the class I'm observing aren't on an intellectual level that they can be given work to do and by the sound of your case neither is your student. Since she is in a different cognitive mindset you need to give her tasks and objects that are appropriate for her cognitive mindset. For example, another one of the students in my class loves her baby keys, another loves her crinkly cloth book and another loves to play with stress ball. I would just find out what calms her and give her that to calm her behavior.

This is a tough situation. I am in a self-contained 6-8 grade classroom and my students vary from being on the kindergarten level to about grade 3 or 4. How I make sure each student is involved and not bored is to first walk up to each student during my lessons. I like to walk around the classroom and talk to each student, asking them questions. Another thing I do is print off and provide worksheets to my students. All levels in my classroom really enjoy doing worksheets. Most of the time, they are cut and paste, circling, or coloring and that is always okay and acceptable. My lower levels can work on several of these worksheets and my higher ones might zoom through one and I will provide a more challenging sheet.

This is hard. I would try my best to help her and show her I really do care. This might make her care as well.

I would have a conversation with the rest of the class that this student is special and works in a different way. Sometimes this student behaves inappropriately by taking other's items, but that we must still do our best to stay on task. I would give the class as a whole a point each time that they disregard the misbehavior and continue to stay on task. As for occupying the nonverbal student, it is understandable that it may be hard to entertain her because she is at the mental state of an eight month old. I would provide physical objects for her to hold (stuffed animal, stress ball, blanket, entertaining book, etc). Rather than forcing school work on this student, I would encourage her to entertain herself in an appropriate way rather than touching the other students' objects.

you could give her toys to keep her preoccupied or give her a fidget. if she is preoccupied that will keep her from disrupting the rest of the students.