Career Aspirations of Undergraduate Students in University of Ibadan: an Implication on Their Emotional Health

In this paper I will discuss what exactly is a Special Educator, what education is needed to become one, salary, job outlook, and work environment. I have also interviewed a Special Educator and I will discuss how she feels about being

SPE 513 WEEK 3 DQ 1 ROLE OF GENERAL EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS

General education should promote collaboration to increase an effective quality education for student in an inclusive classroom (Argan, 2014). This can be done a multitude of ways. Paraeducators can be included in planning activities in the classroom (Argan, 2014). By incorporating paraeducators, general education teachers and special education teachers can get a different perspective on how an activity may look or what

Students with special needs should be placed into specialized schools so they are able to receive individualized learning. If they are in a classroom specific to their needs, they are able to receive much needed attention. In order to receive the optimal level of attention that is needed, schools would have to consider reducing class sizes or hiring multiple teachers for one classroom so more help would be readily available for these disabled students. Corwin argues that today’s schools offer a general curriculum and that they should convert to a specialized system. He states that students of various backgrounds, ethnicities, IQ scores, and physical, emotional, and mental disabilities should not all be placed in the same classroom because students learn in diverse ways and at different paces. Further, it is necessary for teachers to become specialized in certain areas in order to effectively teach students with special needs (Corwin).

Special education teachers no longer may identify themselves as teachers of just a specific category of students. Rather, they must identify themselves as teachers of all students and be willing to provide whatever support is needed to meet the varied needs of students. Likewise, students should not be identified as self-contained or resource, but as students needing specialized instruction and supports for specific skills/subject areas for specific amounts of time in either a special education setting or a general education setting.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

One of the reason people chose a career in special education is job satisfaction. Special education teacher perceived their job to be rewarding. They get personal fulfillment and gratification in teaching special need students. “It truly must be passion to continue working in special education because we all know it is a tough job.”(Participate 2010,”Motivational factor towards pursuing a career in special education”)They have the opportunity to make a positive difference in the students’ lives. When the student who is struggling in school graduate it brings great satisfaction to the educator. The most important part of this field is to help a child develop to their highest potential.

Planning students’ transition from school to post-school is a critical part of the IEP process in the middle and high school years. Transition planning is continuous and outcome-oriented, based on the commitment and determination of students, families, school, adult service personnel, and the community. From transition

Separate special education provides no guarantee of success for children who need special attention. Students with special needs may fail to conform to the expectations of school and society, (Carter, Lewis, & Wheeler 2017) Inclusion may present issues for teachers that do not possess the skills to make it work. Teachers must collaborate with a team of professional to plan and implement instruction for students in an inclusive environment. Students without disabilities could begin to see the students with disabilities as a distraction in the class depending on the needs of the student with disabilities.

A special education teacher needs to acquire a variety of different skills in order to succeed. “The majority of young men and women who major in special education bring a heaping helping of heart, personal commitment, and passion to the profession” (Hollingsworth). A special education teacher must enjoy working with children and developing activities and lessons to help them learn. Qualities necessary for

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

The role of the general educator has evolved from just lecturing to the average student. They now use evidenced-based practices while differentiating for each individual. Consequently, multiple competencies in special education are crucial for the general educator

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The purpose of the research was to determine the effects on student perception and progress if general education teachers and special education teachers were given training and resources to develop more meaningful frameworks for collaboration. In order to more equitably serve students in special education general education teachers will need opportunities to gain a deeper understanding of information contained in an IEP and be better equipped to provide prevention and intervention strategies that will support all learners in reaching their academic and behavioral potential.

Students with disabilities are covered under the Federal Law of free and appropriate education, also knowns as FAPE. This law ensures that students with disabilities are serviced in the best environment that will not negatively impact their educational access due to their disability. Some students with disabilities needs are best met in an inclusive setting. This would include a special education teacher and a general education teacher. In some co-teaching classrooms, there is the misunderstanding of what co-teaching or inclusion should look like, or for some, how to evaluate its effectiveness. Dr, Maureen Pugach (March 2011) states in her article that special educators often take a back seat in the general education classroom, as opposed to truly co-teaching. Teachers who co-teach should be co-planning and co-assessing. However, there seems to be an abstention of these practices in the inclusion setting. There is a true benefit to students academically, socially and emotionally when there are two teachers fully invested in the inclusive classroom model.