Personal Statement : Elementary Education With A Mild Intervention Licensure

Also working in a team give people the chance to be supportive with each other and help one another.

I had the pleasure of speaking with Dr. Inger McGee, Assistant Professor Director of Elementary Education & Early Childhood Programs University of Arizona South. Professor McGee began her teaching career after earning Bachelors in Elementary Education, her M.Ed. in Teaching and Teacher Education and later, a Ph.D. in Education with Curriculum emphasis.

The three phases of Teaching the Gradual Release of Responsibility are; I do it, We do it, and You do it together. This model is a guide for instruction that requires the teacher to emphasize instructions that mentor students into becoming independent capable thinkers.

In this study, self-determination was identified as feelings of autonomy, self-regulation, psychological perspectives, empowerment, and self-realization (Jones & Hensley, 2012). The area most impacted for self-contained students was psychological empowerment. Teachers in the research study stated that the self-contained students were more dependent on the classroom staff for learning support (Jones & Hensley, 2012). These students were more likely to seek assistance on simple assignments that they could have easily completed on their own. While it is important for teacher-student relationships to be positive, an overdependence on teachers can hinder the learning process and negatively impact the confidence level of the student (Jones & Hensley, 2012). However, students in resource classrooms displayed higher levels

While working as an aide in multiple classrooms in the school age program at CCDD, my interest in a side of psychology that I had known little about before, quickly grew. The experience I had my first semester interning led me to accept a part-time position as an instructor’s assistant for the program for the rest of the year. Throughout the year, my position provided me with a greater understanding of the needs of diverse learners and the tools needed to ensure that all children

Ms. C has been providing consultant services to all districts in Kings County area. She facilitates numerous professional development training for teachers and school staff. She also designs comprehensive evaluations for public school districts relating to special education. Prior to her present position, Ms. C has 22 years of public school experience. She has been a special education teacher and the Director of Special Education. In addition, Ms. C also has a private practice where she provides supervision for undergraduate and graduate students in the Brooklyn

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 interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

After one year's work experience as a case manager, I want to return to academic study and undertake my graduate degree with The University of Texas- Pan American Master of Education in Special Education. As stated above, I work as a case manager with Aim, LLC, providing case management and mentoring by using intensive supervision services incorporating GPS monitoring to keep at-risk youth in school within the San Antonio and Judson Independent School Districts. Working with at-risk youth has made me come to the realization of a rapidly growing population, the special needs students. Many students with learning disabilities who lack proper evaluation skip school or at times even drop out due to not receiving the help they need to stay in school.

I have distinctly applied for Special Needs Education because special education has always been what’s near and dear to me in the field of education. Being a special education teacher would be an inevitably rewarding job, in which I get to watch my students grow, as I celebrate their small breakthroughs and victories with them. These small breakthroughs and victories will improve over time and turn into giant leaps, which will leave a lasting impact and ultimately change the child’s life. Beyond just educating children with special needs, I aspire to educate the public about children with special needs and special education. By doing so, I hope to remove any uncertainty and fear the public has on this group of children. Not only do I want to impart knowledge on these special children, I also want to advocate for them, which is something that goes

In the profession of a special education teacher, a person commits to helping children achieve their best and to help “students overcome their obstacles” while finding a way that the child can effectively learn (Hollingsworth). My mom’s career as special education teacher for twenty-two years, allows me insight and experience into the tougher aspects of this career, but also the rewards to the job. My mom helps me understand that a special education teacher guides a child to expand their strengths, develop strategies to overcome weakness, and to make best use of all available resources. Through helping her, and learning from her experiences, she taught me that a career in special education can not only challenge me, but may also become a

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.

In my classroom, I often do not encounter students who have little prior knowledge about a topic. (They are middle school students, they know EVERYTHING!). However, if I know it is going to be an unfamiliar topic, I like to use KWL charts, semantic maps, and anticipation guides. What I like about using anticipation guides is that students can make predictions about what they think the topic is going to be about and then afterwards go back and review if their predications were accurate. Therefore anticipation guides can support their concept development by encouraging inquisitiveness and connecting what they already know to the new information that is being taught.

Special education teachers are trained to work with children who have a wide range of disabilities. One of the primary responsibilities of a special education teacher is to assess her students' cognitive abilities, and modifies the standard age-appropriate curriculum to create a custom plan for the student. This plan is called an individual education program(IEP). An IEP often includes a number of social and emotional development goals as well as specific academic areas to be taught. The special education teacher’s core task is to meet each of the goals established in the students’ IEPs. In some cases, the special education teacher is located in a separate classroom. When this is the case the teacher will creates lessons geared to meet the objectives of the students’ IEPs. In many instances, special education students are placed in regular classrooms. In that situation, the special education teacher attends classes with her students. She often will work with students on life skills and behavior modification techniques as well. Skills that special educational teachers should possess include, better than average stress management, great multi-tasking abilities, quick thinking, and creative problem solving. A special education teacher must be able to think outside the box and develop an array of teaching methods and techniques to meet the needs of each individual student. Special education requires a vast amount of detailed record keeping, so it is essential for these teachers

“Teamwork fuels group spirit, develops process skills that help teachers interact in more productive ways, and fosters a more intellectual atmosphere.” (Maeroff, 1993).