Personal Characteristics Of Special Education And Literacy Intervention

I have always had a passion and enjoyed helping others. In fact, I have devoted my elective credits to be involved in assisting special education students. Since my junior year of high school, I have been a peer coach by working with students with disabilities. During my peer coach semesters, I have assisted the special education students learn communication and vocational skills. In the communication course that I peer coached in, I have had the privilege to work under the direction of a Speech and Language Pathologist and an Occupational Therapist. In the communication course, I helped students progress on their reading, writing, and communication skills. After the communication course, of my senior year, I worked with a special education

Joni had worked for over 25 years in the local school system as an Educational Tech II, otherwise known as a teacher’s aide. In this capacity, she got to know generations of teachers, students and their families. In addition, working with high needs students with challenging intellectual disabilities, she sought to identify opportunities for her students to gain practical knowledge in local organizations and life skills to ensure their dignity as adults. To create these connections she often interacted with numerous small businesses, non-profits, and community-based organizations.

of Bachelor of Science in 2004 at Delaware State University (Major: Psychology & Minor: English Education) and holds a dual Master’s of Science in Early Education/Students with disabilities at Mercy College in 2008 (Bronx, NY). Starting from the teaching assistant, she has with her sincerity and loving nature achieved many awards in teaching profession. Dean’s List, Teaching Ahead and so on awards are under her belt in her small, but effective, almost 11 years, work experience. Moreover, Teaching Assistant and NYS Teacher Certification are two other appreciations she has acquired. She has a natural aptitude in superior interpersonal and communication skills to foster meaningful, spirited and affectionate relationships with students, staff, and parents. Likewise, student motivation, technology integration, creative lesson planning, writing jobs and so on tasks are a piece of cake for her and students enjoy her appearance much.

With just attaining a bachelor’s degree in Speech and Hearing Sciences, I had dedicated 4 years of my undergrad career to working with young children. During my stay at the University at Buffalo, I took the time to get involved in internships which allowed me to work along a speech pathologist in a bilingual public school in Buffalo. I also went along to work in a child care center, as a teacher assistant. These experiences have increased my passion for working with

Throughout this journey, Farrelly discloses that her biggest strength is her patience, creativity, quick thinking skills, and communication among staff members. Throughout the years, her patience has gotten stronger due to working with all types of different disorders and cases. In regards to working with a variety, she has gotten superior in creating creative mechanism to help teach, occupy, and correct this population. In addition, while being employed for over three years in this field, she has practiced how to properly convey information about children to other staff members who are assisting that child.

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.

Kirby Lentz received his doctorate in educational leadership, with an emphasis in organizational development and effectiveness from Saint Mary’s University in Minneapolis. He is the author of two books, Hopes of Dreams: A Guide for Parents Having Children with ASD, and Transformational Leadership in Special Education. Lentz has forty years of experience working with students and adults with autism, behavioral/emotional disorders, learning disabilities, and speech, hearing, and visual limitations. Dr. Lentz led thousands of IEP teams to meet meaningful student outcomes. He served as CEO for a specialized school, is a member and past president of a local school board, worked on a variety of local and state committees and task forces, and is a parent of a child with exceptional needs.

My unique educational environment has led me to apply to Bard College at Simon’s Rock. In 2013, after going through a vigorous application process, including testing, interviews, and teacher recommendations, I was accepted into the prestigious and competitive Academy for Child Related Careers, which is now renamed as the Academy for Education and Learning, at Morris County School of Technology. My high school focuses on hands-on individualized learning. Through my academy, I have taken human development and child psychology courses, and I have learned about the lives of teachers, psychologists, social workers, and guidance counselors. I have taught independently, in pairs, and in groups. Also through my academy, I have volunteered at Celebrate the Children, a school for children from ages three through twenty-one who have been diagnosed with conditions such as autism. I have also volunteered at several preschools and fairs for

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

“A teacher affects eternity; he can never tell where his influence stops.” – Henry B. Adams. For as long as I can remember, I have always wanted to play a big part in children’s education, which is why I have decided to enroll for an education course. I believe that educators have a lifelong impact on their students and on the development of resilience. Thus, I aspire to inculcate my love for learning into the next generation, by influencing and inspiring children all through their formal education.

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

Previously, I have worked as a Teacher’s Assistant at La Place High School where I developed the expertise in basic behavior management – which is the prime base for any classroom. I am highly skilled in providing one-on-one assistance to students, assisting in the implementation of the curriculum, educating children and families by meeting program goals, and helping in meeting individual needs of children.

“Special education labels don’t define children; Children define themselves” (Dalien, 2015). I am interested in becoming a special education teacher because I have always loved being around children, and I have a soft spot for kids with autism and other disabilities. The first time that I ever thought about working with special needs children was when I was in the fifth grade. My mom worked at my school as a teacher assistant in a first grade classroom, so in the morning I would go to her classroom and wait for the bell to ring. A little boy named Alex who had Cerebral palsy and a spinal problem, came into class early as well. I immediately connected with him, and began going to my mom’s room every morning to play with him before class. It soon became the highlight of my day. Alex could not talk very well and could not walk, so we rolled cars around the floor, traced shapes on to the whiteboard, or sometimes crawled on the floor chasing each other as monsters. I loved seeing how me playing with him made him smile so big and become more outgoing. My dream is to give kids like Alex a reason to smile and help them reach their full potential. In this speech you will learn all about special education teachers, including, but not limited to: What they do, where they typically work, their environment, how much they get paid, benefits the job entails, the education and skills required to become a special education teacher, and information on the job outlook.

Carnes who informed me of what it is like raising her son who has cerebral palsy and how the educational system worked with him over the years. Hearing what Ms. Carnes had to say about her experiences helped to give me a better understanding of what these parents have to go through, and it can give me an advantage if I have to work with parents who have children with disabilities. Because of her surprise at how much work the educational system is putting into training their new teachers, it created a high point in the interview, and I had a sense of pride in knowing that I am being trained to the best of my abilities. What truly surprised me is how much patience these parents have to have to raise a child with disabilities. To conclude, this interview made me slightly nervous over the amount of responsibilities I will have, but this course has helped me become infinitely more

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.