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    Olivia Individual Observation

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    Olivia is a year 5 student with an intellectual disability who struggles with social skills and regulating emotions. She is often alone and lacks confidence. Her disability impacts her responses and coordination. She functions at a year 1 level and requires support from a special needs assistant, but does not always receive enough support. This frustrates her and causes emotional outbursts. Over time the pre-service teacher worked one-on-one with Olivia to support her learning through differentiation and praise for positive behavior and decisions. While Olivia's behavior worsened towards the end, her motivation to complete work improved with encouragement and modified tasks.

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    Olivia Individual Observation

    Uploaded by

    api-525881488
    187 views2 pages
    Olivia is a year 5 student with an intellectual disability who struggles with social skills and regulating emotions. She is often alone and lacks confidence. Her disability impacts her responses and coordination. She functions at a year 1 level and requires support from a special needs assistant, but does not always receive enough support. This frustrates her and causes emotional outbursts. Over time the pre-service teacher worked one-on-one with Olivia to support her learning through differentiation and praise for positive behavior and decisions. While Olivia's behavior worsened towards the end, her motivation to complete work improved with encouragement and modified tasks.

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    olivia individual observation

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    Olivia is a year 5 student with an intellectual disability who struggles with social skills and regulating emotions. She is often alone and lacks confidence. Her disability impacts her responses and coordination. She functions at a year 1 level and requires support from a special needs assistant, but does not always receive enough support. This frustrates her and causes emotional outbursts. Over time the pre-service teacher worked one-on-one with Olivia to support her learning through differentiation and praise for positive behavior and decisions. While Olivia's behavior worsened towards the end, her motivation to complete work improved with encouragement and modified tasks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    187 views2 pages

    Olivia Individual Observation

    Uploaded by

    api-525881488
    Olivia is a year 5 student with an intellectual disability who struggles with social skills and regulating emotions. She is often alone and lacks confidence. Her disability impacts her responses and coordination. She functions at a year 1 level and requires support from a special needs assistant, but does not always receive enough support. This frustrates her and causes emotional outbursts. Over time the pre-service teacher worked one-on-one with Olivia to support her learning through differentiation and praise for positive behavior and decisions. While Olivia's behavior worsened towards the end, her motivation to complete work improved with encouragement and modified tasks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    INDIVIDUAL STUDENT OBSERVATION

    Preservice teacher: Student first name, year level, context:


    Claudia Huppatz Olivia year 5 – Intellectual Disability

    Beginning placement observation:


    Olivia is a quiet student who is extremely apprehensive to engage with new people. She is often alone in
    the school yard and lacks basic social skills. She is also unaware of ‘social structure’ and sees no difference
    between herself and the other students.

    Her disability means her responses are often delayed. For example, when asking Olivia the days of the week
    she took a while to process the question, before answering correctly but in an apprehensive manner as if
    she wasn’t confident in her answer. Her disability has no physical implications, apart from a slight impact on
    her general coordination.

    Interpretation of observation (student needs):


    Olivia has a verified intellectual disability which sets her ability at a year one standard. She has an individual
    learning plan and often receives support from an SSO, however she requires more regular support which
    unfortunately isn’t available. This requires my mentor teacher to manage her behaviours which are often
    extensive. She will often cry or lash out as a result of being limited by and frustrated with her disability.

    Pre-service teacher action:


    In the following weeks I aim to engage with Olivia in an attempt to learn about her disability. I will work one
    on one with Olivia to support her learning. This will give me an insight into her abilities and assist my future
    planning. I will also discuss form of differentiation which my mentor teacher uses in the class in order to
    support Olivia’s learning.

    Mid-placement observation:
    Olivia struggles to regulate her emotions and often has large outbursts of anger/ crying. She experiences
    extreme paranoia especially in social situation which will leave her with a distorted idea of what actually
    happened. Her behaviour is often volatile.

    Interpretation of observation (student needs):


    Olivia requires explicit and detailed instructions. Her positive behaviour and decisions should always be
    praised. It is essential to reiterate that when she is angry, she voices her issues.

    Pre-service teacher action:


    I need to ensure that I make the attempt to modify and differentiate tasks for Olivia instead of giving her a
    completely different task. She is extremely proud of herself when she is able to complete the same work as
    the rest of the class.

    End placement observation:


    Olivia’s behaviour heighted towards my last week on placement. She became extremely agitated and was
    having regular outbursts. Her paranoia was so heightened she began to target several students and would
    make extreme accusations about them bullying her despite us constantly monitoring the other girls. She
    has begun to refuse to do work.

    Interpretation of observation (student needs):


    Olivia should legally have a permanent SSO but unfortunately the school doesn’t have the resources.
    Therefore, the teacher is required to constantly monitor her. She requires supervision during any form of
    social interactions due to her accusations. The school is aiming to provide her with social counselling.

    Pre-service teacher action:


    Olivia has loved having the tasks slightly differentiated so that she can complete the same work as the rest
    of the class. She has been motivated and on task and is constantly asking when we can do more maths.
    However, I need to be constantly aware of when she is near various students and their interactions.

    Student outcomes:
    Although Olivia’s behaviour became worse as my placement progressed, her motivation to complete her
    work mostly improved. This was through constant encouragement and differentiating of tasks. I believe
    that my presence in the classroom made my teachers job easier as I was able to form a connection with
    Olivia and provide constant support.

    Supervising Teacher sign/date Belinda Binks 17/5


    Pre-service teacher sign/date Claudia Huppatz 17/5

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