Final-Draft-TIA FINAL

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Summer Fun In The Sun:

Summer Fun In The Sun Estefany Alvarez Lianivet Colon July 23, 2017 EEX 4070

Introduction to the Host Setting:

Introduction to the Host Setting We created our own group within our community Mixed population of students Ages 6 to 11 with various abilities 2 of the individuals (ages 9 and 11)- Autism Spectrum Disorder The 9 year old student was currently being assessed for Asperger's Syndrome. The 11 year old student is high-functioning as well as the 9 year old. We met at a local community pool. The parents of the children were present. During this meeting, we offered food and beverages.

Participant Demographics:

Participant Demographics We had a group of five children ranging from ages 6-11. The two children who are on the Autism Spectrum Disorder are considered persons with disabilities under the I.D.E.A. The participants are considered persons with disabilities according to the Individuals with Disabilities Education Act because they have both been diagnosed with ASD.  Autism Spectrum Disorder is characterized by qualitative impairments in social interaction, communication, and the presence of restricted repetitive, and/or stereotyped patterns of behavior, interests, or activities. (FLDOE, 2017)

Engagement Activities:

Engagement Activities The community needed activities that are: Interesting Educational Social Our goal was to immerse students with Autism Spectrum Disorder and general education students in social interactions and creating a circle of friendship. We wanted to include a range of abilities: Kinesthetic Interpersonal and intrapersonal Logical Mathematical Naturalistic Musical Visual Verbal

Engagement Activities:

Engagement Activities We began this project by: Planning activities Involving children in physical activity Asking parents for permission Setting date/time/place Creating a plan that included all resources needed Preparing food

Activity Day:

Activity Day Early arrival time prior to meeting students The planned activities involved: Poster design (visual) Bubbles (oral motor) Puzzles (visual perception/fine motor skills) Play-doh (eye-hand coordination/dexterity) Chalk (fine motor skills) Ball tossing in pool ( bilateral skills, hand-eye coordination, timing, sequencing, motor planning, and attention) Met and greeted the students once they arrived

Service in Action:

Service in Action Introductory poster One student became distressed because a color was not available. We asked each student about the image they drew and why they drew it. Students became comfortable with one another Played with bubbles


We brought different games and activities This helped accommodate all students. After completing all dry activities we had lunch with the children. We had pizza, coke, sprite, water, cupcakes, candy, and alternatives for those who had allergies. Including gluten free versions of pizza and cupcakes. For about an hour we: Ate lunch Discussed educational things After lunch we went to the splash park and to our surprise, it was not working. We quickly accommodated and decided to go into the pool.


We spent around three hours in the pool. We brought out the ball and played educational games. To accommodate students: Toss the ball to the student with special needs and played the game with that single student for around three turns of going back and forth. Once the student with special needs had around three repeating turns, the educators would then toss the ball around.


Asked children about their school, hobbies, and interests. One student who has Autism loves movies and can recall the smallest details about any recent movie. Another thing we found was that the second student who has Autism loves animals. We learned that we can help these students by providing more information about animals, movies, and researching books or resources.


Discussed: Our day Our favorite time of the day Ate cupcakes and snacks Took a picture to remember our fun day!

Perceptions of Differences:

Perceptions of Differences This assignment has allowed us to receive some experience on what issues may present themselves throughout our future teaching career. We also were given the opportunity to use what we have learned in present and prior classes. We feel better prepared knowing we can successfully plan activities with all students in mind. We were nervous since we have not really been in a classroom with students that have autism. After experiencing the unexpected moment we were worried about and actually finding a solution to the situation, we felt more at ease. We enjoyed watching the children with different abilities and ages play together and have fun. What really stood out to us was watching two boys with autism become friends and interact with each other in a way they both felt comfortable.

Connections to Your Course:

Connections to Your Course We better understand course EEX 4070’s content since it became a little bit difficult to include all students in the activities. We always learn through professors and text that not all children learn the same way. Inclusion - Is the idea of placing student who have disabilities in general education classes and other school activities. (Hallahan, Kauffman, & Pullen, 2015) We planned our activities around an inclusive environment. Autism Spectrum Disorders - is a disability where the symptoms fall on a continuum from mild to severe. In the DSM-5 divides them into two general domains: social communication impairment and repetitive/restricted behavior. (Hallahan, Kauffman, & Pullen, 2015) Both students with ASD were both exhibiting repetitive behavior. Behavior Modifications - Systematic control over environmental events, especially of consequences, to produce specific changes in observable responses. (Hallahan, Kauffman, & Pullen, 2015) We have had to redirect one of the participants.

Civic Engagement:

Civic Engagement Our perspective on civic engagement and volunteerism is that it is necessary to get to know the children and their parents. We were able to get to know them on a more personal level and their day to day lives with an exceptional child. The service that civic engagement serves in society is that we all become aware of our attitudes towards exceptional individuals and how to better communicate with those that are having some difficulty socializing. Service Learning as a method of learning is a powerful tool that allowed us to gain knowledge outside of the classroom while applying what we learned from our text and our professors. This experience motivated and showed us what it was like to efficiently plan an event and how to interact with children that have different abilities and with their families. We would encourage teachers and student to go out to their communities and find out what it needs. Also, it will encourage them to learn from their community and to socialize with others.

Final Thoughts & Reflections:

Final Thoughts & Reflections By working together, students of all abilities are able to understand each other and work together in a collaborative environment. When asked what summer means to them, students drew many aspects of summer including activities that usually take place in the summer, spicy and hot things, and characters from movies that they saw this summer. It was important that students were not restricted in their thoughts and creativity. It was also a special opportunity for us to see how they are thinking about summer and to work together. They all had different ideas. Teachers are role models within their society. Other than teaching students lessons in math and science, the classroom environment is a perfect opportunity to teach empathy and positive social behavior. These lessons learned will help students inside as well as outside the classroom.

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