In p10x 240x the schools entire purpose was to

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In P10X @240X, the school’s entire purpose was to provide quality education for all children regardless of their disabilities. The transportation for the students of the school accommodated for the special needs learners through the provision of free and secure transport. The classroom that I observed was taught by Ms. Quanisha. This classroom had various colorful charts on its walls that promoted equality and fairness. In her classroom, there were four paraprofessionals who interacted with each of the four special needs children. The enrollment in this classroom was four students, and the number of special needs learners were also 4. The racial demographic was mixed with only one ELL in the classroom. These paraprofessionals worked under the supervision of Ms. Quanisha to ensure their learners were given the right instructions and the students were able to understand those instructions and also helped some of the learners with speech therapy and other forms of behavioral adjustments. The paraprofessionals also took other roles such as supervising other students as well as offering assistance to any learner. These young learners were independent and but had problems with their behaviors, and they were also infrequent communicators.
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Field Work 4 The observations made from P10X @390 indicated that the institution complied with the mission statement of P10X @240. The school accommodated all types of learners regardless of their needs. The buildings were also accessible to children with disabilities. The transportation to and from school was free for the special needs learners. The classroom that was observed in this field research was taught by Ms. Karenlin. She taught toddlers who were mainly non-verbal. The classroom consisted of 3 learners, and all of them were special needs. The racial demographic was also mixed in this classroom. Since most of the students were in diapers, they required constant care. In her class, Ms. Karenlin had three paraprofessionals to assist her. From the observations, it was apparent that both the teacher and the paraprofessionals were effectively providing attention to all the students’ needs. Special care was given to speech development of these early learners. The students that seemed to have issues with their verbal communication, speech therapy was provided by the paraprofessionals. Findings from Interviews Since these learners were minors and hardly able to respond to the interview questions. The teachers of the two classrooms were asked various questions. These questions were pre- written to determine the common practices of the school since they were both in an early intervention special education setting. The questions for the two teachers also varied depending
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