. In general, Bobby is able to participate in the general education classroom with the accommodations to the curriculum and peer support provided to him. Bobby does need occasional prompting from peers or his teacher to remain on and complete tasks. Bobby will often follow the lead of his classmates during transition, looking at what notebook or book they may be getting out or where they are transitioning to centers.
B. Accommodations or adaptations to curriculum, instruction, and/or materials are provided for Bobby in every subject taught while he is in the general education classroom. An example of the adaptation for a recent book report that I noticed was that Ms. A provided Bobby with an outline for his book report. The outline Bobby
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Bobby does not seem to be actively engaged in a majority of the classroom instructions that I have observed. While instructions are being given Bobby is often playing with things in his desk, talking to classmates or trying to complete a task the rest of the class has completed. However, he does receive a bit of peer prompting that aids him in moving from one task to the next. Also, during reading groups, Bobby will receive encouragement and prompting from fellow peers during read-aloud time when it is his turn to read. When a fellow student is reading though, Bobby is looking around the room or playing with things in his hand and not following along. On one occasion, after Bobby finished reading group I asked him a couple questions about the story his group had just read. Bobby didn’t understand that the questions were related to the story so I clearly stated I was asking him about what he has just read. Bobby looked right at me and said “Oh I don’t pay attention,” and began telling me about a show he watched at home the previous evening. Whether Bobby’s response was due to a lack of comprehension due to the grade level of the novel or a learned response, I am not sure.
D. Bobby spends a total of 2 hours and 20 minutes in the 5th grade general education classroom and 4 hours and 15 minutes in “pull-out” settings. Bobby receives specialized services in reading, written language, replacement math, academic organization and speech therapy during his “pull-out”