Encounters with special needs pupils on my teaching placement

Having completed my first semester as a PGCE/H-dip student I've learnt alot about special needs and how much more dedicated and more importantly how I feel more responsible for my special needs pupils. I now realise how to approach a special needs pupil in future teaching and know that I should look to the support system in the school.The resource teacher in the school I am currently teaching in was very helpful to me at the start of the year. He was aware of my previous experience of pupil interaction and having no experience in dealing with special needs, the resource teacher gave me a personal history/background to pupil A who i am teaching in second year. I was informed of his past history and has made alot of progress from 1st to now in January.

Pupil A was Asperger's syndrome and I was told to expect little or no eye contact with him and not to expect class interaction with him either. I was told what subjects he receives separate tutoring in maths and science. I was then introduced to his SNA and she was welcoming and told me what she will be doing for the duration of my classes. I felt at ease and was made sure that pupil A wasn't violent or a moody obstructive character. I also was made aware that this class year we great with pupil A and although didn't know about his condition, they respected him and treated him with the respect and decency and bullying was never a factor.

On first arrival to the class it was noted previously that pupil A has a certain seat in each classroom so when he was to walk in I was aware of who he was without making a scene or issue of who he was. Surely enough on first arrival i noticed pupil A looking at me and conferring with his SNA alot.
For the first 3 weeks I got the class to make 'public sculptures' and I moved tables around the room and got the class to go into groups and make and build in teams. I was aware of pupil A and was sensitive to moving the tables, I asked pupil A was it ok for me to move his table together with the table in front of him? He said 'yes' and Having been told that once I get confirmation from pupil A it was a sign that he was happy and content.

1st view of Pupil's Art scultpure piece

 Pupil A had a interesting sculpture and I assisted him on a one to one basis, sure enough he didn't look at me and was slow to talk but once I gave him some advice pupil A did the making needed and took on the task efficiently. I learnt when approaching pupil A I needed to be calm,welcoming and avoid eye contact. Soon after a few weeks Pupil A grew comfortable around me and had a break through by week 9 when we where doing a still life pupil A raised his hand and asked to come up and see me, at first I was shocked as pupil A would never raise his hand or speak in my class. I greeted him and said of course yes come up to me, seeing he was nervous I also sensed the class looking and becoming quiet as he came up asking for me to come down and give him some advice on how to make the ink lighter on his drawing. This was a break through and I informed the resource teacher and he noted it down as it was a first time for pupil A to raise his hand and come up to the top of a class.

2nd view of pupil's A sculpture piece

 I also have weekly interaction with a junior cert pupil who takes extra English lessons in the art room after my double art class on a Tuesday, the pupil suffers from ADD and is always 5 mins early after break in the morning waiting at the door. The pupil is clumsy/rough in his manner and gets easily excited and each week comes into class and sits at the computer waiting for his class to begin. The pupil is talkative and doesn't do art but is always asking questions about the pupils work and visuals on the wall. The pupil is also inclined to help me which I don't want him too as its not his role or responsibility and being rough and clumsy in his nature I am aware of the health and safety hazards also. I have to tell this pupil every week that I am ok for help and thank him for suggesting his offer but he should take out his books for the teacher that's coming in soon. Every week is the same cycle and conversation and I learnt to be friendly and stern with him as again he is in the art room, a room that he isn't familiar with and with the nature of it being a more practical hands on room,  I see this pupil getting excited by the things around him. I have adapted a more sterner role as I am concerned for his welfare and hes grown to know me and respect what I say and the pupil sits at the table and now waits for his lesson.

asperger's pupil and for him to walk up to the top of the class and to greet me in the school hallways its great to think I myself is making progress with pupil A and hope for the remainder of my time in the school to make more progress with pupil A.