Describe the communication abilities (i.e., use of age-appropriate vocabulary or speaking in full sentences; use of verbal language or a communication device), motor/physical abilities (i.e., gross motor skills � walking, running, throwing a ball; fine motor activity � writing, cutting), cognitive abilities (attention, memory, strategy use, problem solving), and/or social/emotional abilities (getting along with peers, handling disappointment, making transitions), adaptive living skills (i.e., independence with eating, dressing, or toileting) of the two students you are observing. There were five children in the class that I have observed. These children have autism spectrum disorder and all of them are six years old. They went to preschool before go to this school and all of them are boys. In following paragraphs there are descriptions of their communication abilities, motor/physical abilities, cognitive abilities, social/emotional abilities, and adaptive living skills. Communication abilities Four of five of these students are non-verbal. Therefore, three of non-verbal students use a picture communication system in order to communicate. Each one of them has his own folder which consist of pictures are important for child to communicate. The pictures in their folder refer to important needs (nurse, eat, drink, bathroom, play). Each student is learning to take one of the pictures and hand it to a staff member when they need something. For example, when the student needs to eat, he takes the food pictures and hand it to the teacher or her assistances. The other student who is non-verbal uses the four button communication output device. This assistive technology device allows him to communicate by push a button and the system speaks for him. For instance, when student need to go the bathroom, he push the button that has bathroom picture and the device say bathroom. The other child who is verbal is learning to use sign language and picture to support his oral language. According to his teacher (Ms. Kelly), he is learning how to use adjective and verbs correctly in his sentences. Motor/physical abilities All of the children are on their level with good motor skills. Each one of them has physical therapy and occupational therapy to enhance their motor skills. They are in the process how to use fine motor skills to learn life skills. They are learning and participating how to zip and unzip coat, button pants before and after using the bathroom, flushing the toilet, washing their hand, and wiping the table after eating. All of them are good in all these skills except one child still has poor skills. He is still learning how to put puzzle piece together. They have not learned how to write yet, but they are good in stringing beads, completing puzzles, and use clips/scissors. Cognitive abilities One of these children has a great memory and problem solving skills. He knows where all of his classes are and can walk to them without any help. Sometimes, his teacher put him in some challenge to enhance him to use his problem solving skills to complete the challenge. For example, in one day the teacher put one of his favorite toys on high shelf to see if he is able to use his communication skills to ask the staff for the toys. Instead, he toke a ruler and try to knock the shelf to drop the toy. When his try did not work, he used a chair to set up and grab the toy. There is another student in the opposite side of his classmate. This student has low cognitive abilities and always need one-to-one assistance with everything he does. For example, every morning, all students go to the bathroom. They walk to the bathroom, flush the toilet, and wash their hands. All children learned to do this routine except him. He always needs someone to assist him to flush the toilet and wash his hand. Social/emotional abilities Gary is the biggest child among all of them and has the worst temper. He does not get along with others and push anyone on his way. He bullies them and steals their toys. When the staff denied an item that gray interested in, he scream, scratch, and attempt to bite the staff in order to get what he need. Gary has great communication skills, but he does not use them when he is mad. There is another student is very generous and caring individual. Michael is able to understand other student�s emotions. According to Ms. Kelly, one day, there was one student cry because he fell in gym. Michael went to the fallen students and offered hug and wiped his tears. When play times comes, Michael share his toys and easily gives his toys to other child wants the. Adaptive living skills Derrick is the student who needs assistance with everything he does. He has a picture schedule to teach him each step he needs to do in order to complete some activities. He has a step-by-step picture system for using a bathroom, washing his hands, and coming into the classroom in the morning. Even with visual reminders, he cannot do these tasks without help from the staff. Michael is other student who is completely independent with most of his tasks. He can verbally request to use bathroom, take a walk, need assistance for something cannot do independently. He does all entire work system inside the bathroom, coming in the morning, cleaning up after eating, and washing his hand. He has motor skills disadvantage like unzip his coat, but he is able to request help. ””””””””””””””””””” this the example of what I want. I supposed to write report about visits for school which has normal and disabilities students. the school should be in USA so from your experience write it. Below is a list of suggestions to support your writing in Journal Reflections. Journal Reflections Introduction: The introduction needs to include the purpose of the observation. Ask yourself the following: Who or What was being observed? When did the observation take place? Why was the particular situation being observed? Where did the observation take place? Body: Provide specific examples; support your comments with detail. Validate information by providing the source. For example: �According to Mr. Smith, the two boys are reading on grade level.� Include an explanation of terms with which the reader might be unfamiliar. (Do not assume prior knowledge) Conclusion:This is a critical component of the paper. Your conclusion is your opportunity to wrap up your essay. Be sure not to bring up new ideas. It provides the reader with a sense of closure on the topic