Issues Of Multicultural Education / Special Education

During my observation and interview with Lauren Ursta, a special educator in a self-contained classroom at Hazleton Elementary/Middle School she explained the foundation of what strategies she utilizes in order to make a difference in her student’s lives. She simply expressed, that for her, it is love. Lauren’s love for teaching and the love she has for her students. Lauren feels it is vital to nurture her students and take the time to teach them the life skills they need to be able to function in the world once they leave the security of a self-constrained classroom (Ursta, L., 2017).

Becoming a special education teacher has become a career path for me for the past 4 years. My first job was working at an after school program that gave me the experience of learning how to work with a diverse group of students. When I first began working for the Realizing Amazing Potential (RAP) Program as a Program Leader (PL). I began to fall in love with the school culture of working with diverse students. The responsibility of working for RAP Program was creating activities that implemented disguised learning with a variety of hands on activities. Students are constantly engaged in activities while learning something new as well. Within the program I have moved from being a supervisors assistance, which gave me responsibilities of working

As I grew older, I began to realize that students with disabilities have many significant obstacles to overcome. Seeing them get excited about learning things that we take for granted provided me with the desire to become part of their learning. For example, one kindergartner with Down Syndrome struggled daily to learn how to write the first letter of her name. It was such a joy for all of those involved when she finally succeeded. Working with these students furthered my resolve to not only fulfill my childhood dream of becoming a teacher, but I soon realized that special education is my niche. After 13 years of teaching in Glynn County, I still teach with the same fervor and enthusiasm as the first day I formally stepped into a classroom. My principal once said, “Teaching is not a job. It’s a profession.” I wholeheartedly believe in this philosophy. Education was never a back-up plan or alternative for me; being a teacher is who I am. As a special educator, I strive to

Time is passing and opportunities are opening for more students with special needs. Many students in college are getting more interested in Special Education as career that will allow more organization to have more workers with a big potential that will have an important impact on these kids with disabilities. However, this will require more training for the students that organizations around the country can give them. According to the Bureau of Labor Statistics,“the career outlook for special education teachers should remain steady through 2024, with an increase of 6%, the national average for job growth in the United States. The median salary for this position is just over $55,000 annually,” (“Master in Special Education”) The approach the

According to Sonia Nieto, the definition of multicultural education is defined in sociopolitical context and relates to comprehension of school reform. Namely, the multicultural education works in reforming schools and providing an equal and excellent education for everyone. Likewise, the author gave a definition of multicultural education based on her experience surrounding education environment. She divides multicultural education into seven basic characteristics: antiracist education, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy (Nieto & Bode, 2012).

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.

Some people may think that special education has been established since the beginning of public education. Others may consider a time when special education did not exist and students with disabilities were not able to attend school. The truth is, there was a time when this happened; these students were not allowed to be educated in the general education classroom alongside their peers. People with disabilities were treated differently, and some were forced into institutions because teachers and staff found them to be disturbances to their peers. Luckily, special education has come a long way since public education began. People, especially parents, advocated for their children, and today many laws are in place to ensure that all children

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

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

However, public schools have become the punching bag for special education students as the growing percentage of these students has put a hardship on other students, educators, and school districts overall. There is no correct answer for solving the issue of social injustice for this group of students. Although, districts, families, and students can take the time to communicate and understand the plans that are in place to make all students feel welcome in a classroom. It all starts with one student motivation, and one educator that can see that motivation and act on

In education, the main goal is for all students to receive an equal and optimal opportunity for success, which also includes students with special needs. To ensure this aim is reached, schools ought to have measures in place to establish students who necessitate special education services to achieve and progress in their schooling. Contradictory to this idea, nonetheless, learners are inaccurately referred for special education placement. The process begins to become questionable when it happens recurrently and predominantly to one group of minority students, as is the case for African-American students. There is certainly a problem of disproportionality in special education population and creates a cause for concern and investigation. As stakeholders examine general education program practices, they will discover that there are many factors contributing to the overrepresentation of minorities in special education. The characteristics of educators having the greatest influence on their decision to refer African American students for special education are cultural differences, insufficient professional development, and poor general instruction.

Today, over six million students receive Special Education services from public and private schools. The reason why there is a shortage of Special Education teachers is that they leave their position because they cannot handle the additional pressures they have to face.

Elementary school teachers ' beliefs and perceptions about the inclusion of children with special needs in their classrooms. Journal of International Special Needs Education.

Disproportionality is becoming increasingly prevalent in today’s society. This paper discusses the background, affected groups, and potential recommendations for the mounting problem of disproportionality. Throughout the paper, the reader will delve into the vast topic of over- and under-representation of certain groups within special education. The main groups that are discussed are African Americans, Asians, Caucasians, Native Americans, males, and females. Some are discussed in more details, where others are grazed over. The potential negative consequences of being misidentified and inappropriately placed in special education will be examined.

Children with special needs are slightly different from non-disabled kids, but they’re should not be a barrier between non-disabled children and children with disabilities. Special needs covers a wide range. Some children with physical disabilities use wheelchair, or cane while other children with learning disabilities such as, autism, or emotional disorder. Children with special needs are like all children they want to make friends. Non-disability children want respect, love, good education and job of their dream. Children with special needs can do the same things non-disabled kid do, but it can take them longer. It requires additional explanation or attention. Parents of children with special needs usually feel isolated and uncertain about their child 's future. Schools can help them find support that children are not alone and help is available. Teachers should meet with parents in order to get to know the children better, the specific of their children. Special teachers may come into the class to work one-on-one with the student, for individualized attention. Change begins with an honest examination of understandings, knowledge and belief. Children with special needs should spend more time with non-disabled kids. Children with special needs should study more at public school to learn from