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.
When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.
I have been a teacher of students with special needs for the last couple of years in alternative settings. The students I like best tend to be the most challenging both behaviorally and academically. Success can be more apparent, yet at times there is frustration. I feel I am good at it, but need to learn more. Most importantly I love teaching kids with special challenges. The key is to be creative and keep trying.
There is a concern that the lack of involvement by CTE teachers in the Special Education program planning of students in their classes and the ability to adequately meet the variety of demands of these learners exists. The purpose of the study is to identify the involvement of CTE teachers in Special Education programming for SWD. This literature review focused on scholarly research and relevant documentation to frame information related to the following questions: 1) What are the perceptions of CTE teachers who teach students with disabilities? 2) How does involvement in the Individual Education Plan (IEP) by CTE teachers affect teacher perceptions of their preparedness and ability to work with students receiving special education services?
My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with
There are obvious disadvantages such as the lack of training, general education teacher will have in dealing with disabled students. A teacher trained specifically in special education could and would provide a much better service to the students that need it. Another issue is “depending on the nature of a child's disability, it can affect the way that a student behaves. According to the ERIC article, that pupil's misbehavior and disrespect can be so intense that it disrupts the learning environment” (Koolbreeze, 2017). This type of misbehavior could also be expressed in students without disabilities,
Special Educators are greatly needed in our school systems all over the United States. It takes a special person to be a Special Educator. In most jobs you are in need of patience, but with this career a requirement is patience. Some people are cut out for this career and some are not. Emotionally and physically this job can take a toll on someone.
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.
I will face many different challenges as a special education teacher including: data collection, making accommodations, and parental support. Data collection is huge in special education. I will need to be able to validate everything I do and make sure it coincides with everything in the student’s IEP (individualized education plan).
The Education system in America has had a lot of improvement over the years. Given
Becoming a special education teacher requires a lot of hard work, and the daily duties may be a lot of work. The daily duties may consist of teaching the class every day, and helping the students, getting into depth with what they are learning because they are special education students.
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
These skills include patience, even-tempered, detail-oriented, organized, creative, flexible , dedicated and have a genuine love of teaching. I am currently pursuing a special education certification through the Alternate Teaching Program (ATP) through Utah State University to learn and develop additional skills and knowledge to prepare me to be a better teacher. Through this program, I am building upon and adapting my current teaching skills to be a more effective special education teacher. I have learned classroom management techniques, research techniques, and effective teaching techniques for children with special needs. The ATP has taught me many new techniques to more effectively teach special education students.