Blog Entry #4

     In my classroom there is a student that has low functioning autism (in my opinion). It is very difficult to keep him focused, to not speak out, and tends to hit himself and bang his head on the wall/desk when upset. He is integrated in with the rest of the class and only has an aid to help in for a couple hours in the morning. I could see how much of a struggle it was for my cooperating teacher and takes time from the other students. Mrs. Hill does a great job though by creating reward systems for him. She has taken the time to learn about him and has found that he really enjoys drawing. If he finishes an assignment or doesn't disrupt the class for a certain amount of time, she gives him 5 minutes of drawing times. It pushes him to learn while also giving him brain breaks and de-stressing time. 

    This situation shows the important law Individuals with Disabilities Act, previously known as the Education for All Handicapped Children Act of 1975. He has an IEP set in place in order to give him education tailored to him. He is also in the "regular" class the help keep him involved socially and in a non-restrictive environment. He also can go to the special educations teacher's classroom whenever needed to get sensory items like a seat cushion or a weighted vest. Without this Act he probably would be sent to the principles office every other day and not have the proper tools he needs to learn.