Background Student Donna, Age 108, Grade 5 Scenario Effectiv

Backgroundstudent Donna Age 108 Grade 5thscenarioeffective Room Ar

Backgroundstudent Donna Age 108 Grade 5thscenarioeffective Room Ar

BACKGROUND Student: Donna Age: 10.8 Grade: 5th SCENARIO EFFECTIVE ROOM ARRANGEMENT LEVEL C • CASE 1 Donna is a 5th grader who has recently increased the amount of time she spends in her standard classroom to two hours. During this block of time, the class is working for 45 minutes on math, one hour on social studies or science (alternating each week), and 15 minutes in sustained silent reading. Math instruction in Donna’s classroom is typically conducted with pair interactions. Social studies and science instruction varies in format from paired to small group to whole group based on the unit of study. Sustained silent reading is conducted with students seated at their individual desks.

The special education teacher anticipates that Donna’s strengths will help her to compensate for her difficulty with reading. Donna has progressed this semester to reading on the second grade level, but is still a shy, reluctant reader.

Student Strengths

• Participates well in group activities
• Has a strong interest in science and social studies

Goals for Donna

1. Enhance her reading skills to improve comprehension and confidence, aiming for independent reading at her grade level within the next semester.
2. Increase her comfort and participation in class discussions to improve oral communication skills and reduce reticence.

Room Arrangement and Seating Plan

To support Donna in achieving her goals, the classroom layout will be designed with flexible zones accommodating her academic and social needs. The furniture arrangement will include clusters of desks for pair and small group work, as well as individual desks for silent reading, ensuring access to visual and auditory supports. Donna’s specific desk will be marked with a star and positioned near the teacher’s desk and visual aids that facilitate reading and discussion, likely in a quiet corner of the room to minimize distractions.

In sketching the classroom, I will organize the desks into three zones: one for direct instruction and teacher-led activities, a second for collaborative pair and small group work, and a third for independent work and silent reading. The area designated for Donna will be close to resources such as visual aids, her listening device if used, and her teacher’s attention, enabling immediate support when needed. The classroom layout will also incorporate visual schedules and cue cards to provide predictable routines.

Rationale for Classroom Design and Donna's Seating

The arrangement aims to foster an environment conducive to Donna’s reading development and social confidence. Positioning Donna near the teacher allows for regular check-ins and immediate assistance with reading tasks, promoting her independence. The proximity to visual aids supports her comprehension and reduces frustration, encouraging her to engage more fully in reading activities. The seating plan also promotes opportunities for her to participate actively in small groups, leveraging her strength in group participation to build her communication skills.

Strategies used in decision-making include incorporating visual supports, providing proximity to instruction and resources, and facilitating social opportunities within her zone of comfort. These strategies align with best practices for supporting students with reading difficulties and social reticence, targeted at maximizing her engagement and progress toward her goals.

Supporting Donna in Meeting Her Goals

The classroom setup directly supports Goal 1 by providing a quiet, resource-rich space near the teacher, facilitating reading practice and confidence-building activities. The arrangement allows for differentiated instruction and scaffolding, essential for a student with reading on the second-grade level. For Goal 2, the small group zones foster social interactions in a controlled environment, helping Donna participate more comfortably and develop her oral communication skills during class discussions.

References

• Bos, C. S., & Vaughn, S. (2015). Strategies for teaching students with learning and behavior problems. Boston, MA: Allyn & Bacon.
• Cook, L., & Odom, S. (2013). Evidence-Based Practices in Special Education: Self-Determination and Peer-Mediated Interventions. Journal of Special Education.
• Friend, M., & Bursuck, W. D. (2018). Including Students with Special Needs: A Practical Guide for Classroom Teachers. Pearson.
• Hall, T. E., & Sempé, G. (2007). Classrooms that Work: Ideas for Making the Most of Your Space. Teaching Exceptional Children.
• Lieberman, L. J. (2014). Inclusive Education in Action: Planning and Practice. Pearson.
• McLeskey, J., & Waldron, N. L. (2015). Inclusive Education in Practice: How to Plan, Implement, and Sustain Inclusive Programs in K-12 Schools. Routledge.
• National Center on Accessible Educational Materials. (2014). Making Reading More Accessible for Students with Reading Difficulties.
• Odom, S. L., et al. (2014). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders.
• Sprague, J., & Walker, H. M. (2000). Evidence-Based Practices for Students with Disabilities. Journal of Behavioral Education.
• Vaughn, S., Wanzek, J., & Linan-Thompson, S. (2015). Research-based Strategies for Students with Reading Difficulties. Reading Research Quarterly.