Thesis: To master the job of a Special Education teacher, it is important to have the right skills such as teaching, communicating, and patience. Organizational Pattern: Topical Introduction Attention Getter: According to brainyquote.com, Magic Johnson once said, “All kids need is a little help, a little hope, and somebody who believes in them”. Relevance: A Special Education teacher is someone that works with children with a variety of disabilities. In the program, there are students with learning disabilities, students with autism, nonverbal students, students with behaviors, and much more. There are students right here at CHS that have these disabilities and most students here do not understand how to interact with them. Also for those of you who are future parents, you never know what the future holds and you could have a child with disabilities. Credibility: My mom is a Special Education teacher, I have watched her teach for many years. I have also assisted with some of my moms students. I have learned that being their cheerleader and giving them words of encouragement, are the best ways to keep them going. Thesis: To master the job of a Special Education teacher, it is important to have the right skillset. Preview: Today I will go through different teaching styles, how to best communicate, and the importance of patience as a special education teacher. Transition: First I will talk about the different teaching techniques. II. Body An important skill to have as
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Coteaching is a partnership between the general education and special education teacher, which is designed to enhance the learning of students with disabilities. Coteaching is built on a foundation of collaboration and differentiated instruction, so that every student can succeed in the classroom. In the video The Power of 2 by Marilyn Friend we are introduced to instructional approaches, such as alternative teaching and parallel teaching. These strategies can utilize the skills of both professionals and help clarify key concepts. In addition, the video presents us with strategies that should be used less frequently, such as one teach one observe which can limit the effectiveness of coteaching.
Ever since I could remember, I have always dreamed of becoming a teacher. When I was little I would pretend I was the teacher and my friends were my students. For the longest time I wanted to get my degree in elementary education and become a second grade teacher. I loved working with younger children and second grade was my favorite year in school. However, in high school, I changed my mind.
The video “Beyond F.A.T. City: Look Back, Look Ahead-Conversation about Special Education”is an excellent source to utilize for special education teachers, parents, and general teachers alike. Richard D. Lavoie has a direct approach on helping children with disabilities succeed. The in-depth discussion opens the eyes of teachers and parents regarding what is fair in the classroom, how to bring the concepts of fairness to the home environment, and the importance of not assuming things about individuals. Richard D. Lavoie defines fairness in the classroom as everyone gets what he or she needs (Beyond, 2005). Many children believe that fairness means that everything is equal, however, that is not the case, especially in an educational setting.
Third, RTI affected their teaching practices by changing the way students are referred to special education. Finally, a cultural reform was noted as teachers were seek as key stakeholders in student progress. Implications made from the results of this study highlight that teachers’ perceptions are vital in understanding, planning and implementing school-wide instructional reform (Greenfield et al.,
Mr. Ludlow is acutely aware of the increased demands placed on special education teachers and their students today and certainly compared with the 1980s, when he was a classroom teacher: for example, he worries about special education students taking assessments they have no chance of successfully completing. He blames the legislative meddling in education for this over assessment. He decries paperwork required by special education teachers to complete - on time and accurately (despite a plethora of minute details) - intimidates even the most skilled professional. Mr. Ludlow was surprised by the question, “Why is it that the field of special education teachers has a lower drop-out rate than that of a classroom teacher” because when he was a younger special education teacher, he became concerned that he would face the “burnout” he observed among more veteran teachers with whom he worked. He became afraid of facing that burnout so earned his administration license so he could remain working in a school should the time come for him to leave the classroom.
As a teacher, working with exceptional scholars is a challenge in itself: we do not always understand their way of thinking, why they think that way, or even why they do what they do. While some exceptional scholars are affected less, others have more severe disorders and/or disabilities that greatly contribute to the classroom environment and the basis for instruction. One challenge that I might face as a teacher when working with exceptional scholars is a lack of parental support; therefore it is crucial that as the teacher, I am able to keep in frequent contact with my parents, specifically when concerned about an exceptional scholar. It’s pivotal that from the beginning of the school year, communication begins on a daily basis. This
Ever since I was eight years old, I knew that I wanted to teach. It wasn’t until high school however that I decided to pursue my dream of becoming a teacher into the special education career field. I discovered that I want to help people who have struggles academically and socially. By becoming a special education teacher, I hope to help build the student’s self esteem and realize their worth. My personal and educational goal is making a difference in the children with special needs by providing them with more educational and work opportunities, and simply making them be happy.
Teaching Strategies for Students with Severe Disabilities Teachers are regarded as second parents when students are in school. As such, they do not only have a secondary authority over these children but they are also given the responsibility of making sure that students will become globally competent through the quality education they provide. Several teaching strategies and methods are used in order to ensure that students are able not just to comprehend but also retain the lessons they are taught in school. However, educating students nowadays also include those who are severely disabled. Like other normal students, the disabled ones should not be deprived of education too.
In order to become certified teacher there are multiple steps that need to be completed in order to reach teacher status. Understanding how to educate a child with a disability is important. The importance of teaching a child with a disability is knowing their strength and weakness, educating yourself about the disability, and coming up with a plan of action. There are other challenges that come with becoming a teacher and having a large class. Being a teacher at an elementary school has so many positive opportunities.
Meaning that the special education teacher would be able to design lessons based on the learning styles of those who have a disability. The concerns of the teacher’s attitudes were also a factor. Their attitudes will have an effect to not only them but for the students as well. If the
Read "Effective Teacher". Explain how what you learn from her influences your work with children. Maintaining balance at work is the advised I take away from Ms. Preston. She describes an effective special educator as someone that is organized, assertive, companionate, and quick under pressure. I will keep in mind to enjoy my hobbies, and set time aside for my personal life.
Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.
On one hand, they struggle with the symptoms and disabilities that result from the disease. On the other, they are challenged by the stereotypes and prejudice that result from misconceptions about special child. As a result of both, children with special needs are denied of the opportunities that define a quality life. there are other things such as bullying, parental neglect, social acceptability, low self esteem, community misconception and stigma that a special child has to face in his/her routine life.
It was the day that I’ve been waiting for over 3 years. A day that would finally let me be normal like everyone else and have the choices as other people without being ridiculed by the teachers that saw me as unqualified to be taught in a standard way. Thanks to my mom thinking that it would be a marvelous idea to have me be placed in special education due to my lack of effort taking reading comprehension test. I was placed in special education at the end of 5th grade, and sought to see the end of it. That day would eventually come on early April of 2015, where I was called upon to the office during class in 8th grade.
There is no more important issue -that causes controversy in special education among administrators, teachers, and parents- than inclusion. Inclusion is the philosophy or belief that brings educators, students, families, and community members together to schools and other social institutions based on admission, affiliation, and community. In theory, inclusion in practiced in schools to create collaborative, development, and supportive environments for learners that are based on giving all students the accommodations and services that they need to learn, as well as respecting and learning from each other’s individual differences. Inclusion is not necessarily just focused on the disable students. When it is applied correctly, it will help the