This professional disposition is a descriptive essay of my professional goals and how I have grown during my time at Grand Canyon University. Through peer interaction and discussion forums I have learned an abundant of information. I have learned how to create a lesson plan while incorporating student’s Individual evaluation plan. Lastly, I have learned to pace my time and evaluate the curriculum and utilize assessment.
In reflection of the past eight week I have grown as educators and as a student. I have learned that teaching involves effective planning, instructional support and skilled teaching. I believe as an educator, you must be dedicated and willingly to think outside of the box. As a professional in any career I decide there will
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I am learning to be an advocate for students who can’t speak for themselves. The special education area I plan to focus more on is Autism. Students with Autisms often are gifted, but can’t get the information out due to their disability. I plan on working with students with Autism by helping them communicate and learn without boundaries. During my time of internship at Bonnabel High school in Jefferson parish Louisiana I have learned students can be functional in a special needs classroom. The classroom I did my Internship was an Autism classroom and I really enjoyed working with the students. The classroom consisted on six students who had a mild to moderate Autism. When I first enter the classroom I though the students were going to be non-functional and needed help with every aspect of the learning process. However, I was wrong. The students were functional and learning like regular education students. In fact, I think the classroom I did internship should be a base model for all interns entering into the education of special needs student. My mentoring teacher was an inspiration to me. She had many years of experience that reflected her professionalism in the field of special education. In conclusion the learning process has been a journey, but well worth it. I have learned that persistence and dedication along with the love of teaching has given me inspiration for
While in high school I took classes that were Medical Career Foundations and Sports Med, these classes gave me a head start for my career and education. These classes also helped prepare me for being out in the field by having me participate in clinicals that were based in real hospital settings. Medical Career Foundations was a class based on the basic aspects of being a Nurse where they taught you all of these procedure and medical terminology. The second class was Sports Med., Sports Medicine is either an Athletic Trainer or a Physical Therapist.
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
I am committed to working with all persons of diverse backgrounds, disabilities and other special needs. Every student should have the experience and ability of working with quality and caring teachers who care enough to take the time to make sure that they are given the tools they need to succeed. My life experiences have shown me how to be a better person and teacher for my students.
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
During my field work experience, I got the opportunity to work with my cooperating teacher, Mrs. Francisca Gachett, who has been teaching for over 11 years. She worked between 2005 and 2013 in community school with students with special needs and English Language Learners children. She then furthered her career in the Department of Education, working in District 75, where she has taught for the last three years. She got the opportunity to work within an ICT, 6:1:1, and 12:1:1: settings. As Mrs. Gachett continues to grow working with Special Education, where her love grows stronger for her students. She creates a bond with her students which makes them felt loved and wanted in the classroom. Mrs. Gachett don’t believe in the no child left behind act. She believe that the no child left behind should not related to special needs children. Special needs children testing are not able to grasp the curriculum that required. They are not advance enough to cultivate in that population as the regular students. The purpose for her believe is that each students need someone to believe in them. Believe that no matter what stage they’re in, they can still be the person they want to be. Mrs. Gachett says “when I look at my students, I see them as how I see my own children.” Mrs. Gachetty was blessed to have two children of her own. She says that “I treat my students the same way I would want my children to be treated. I want them to be comfortable and confidence in their classroom, where
When I first began teaching over twenty years ago, I do not believe I had a clear idea of what my vision of education was. I was hungry for knowledge myself and took every opportunity I could to attend professional development and implement new curriculum and instructional strategies. During the early part of my career as a teacher, I developed a
When it comes to the Autism/Asperger spectrum it is an interesting disorder to learn and understand. As I had the opportunity to work with all range of children that have been diagnosed with Autism/Asperger, it is the students that have been recently diagnosed with Autism/Asperger that is interesting to learn about. I have the pleasure of helping a good friend of mine whom has a 3 year old son who was diagnosed with Autism during the summer of 2015 with understanding what is Autism and ways to support him with his diagnoses. As all parents at the beginning of learning their child has Autism/Asperger they are scared, they want to know what is best for their child when it comes to their development and what services are out there to help themselves and their child with their disability. As I observed my friend’s child, I learned that with the amount of support from family and friends along with his parent’s researching case studies and documentation on Autism, they are better equip of dealing with the disability than letting the disability take control of them.
All my hard work and dedication will be further enhanced from my student teaching experience. Applying skills, given to me from the Adam State University teacher education program, will enrich my knowledge of professionalism via guidance given by my mentor teacher, lesson plans I teach a classroom and relationships constructed with students.
“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.
S/O: Mr. Bill was 20 minutes early for this session. He came in today feeling somewhat tired because he was up late the night before completing school assignments. This led use to discuss his issues with procrastination. He noted the he had not been procrastinating as much because he liked the structure of his psychology courses. We also continued to explore his feelings more globally in his relationship with his wife.
current subjective complaints (from claimant) and objective observations: Mr. Anderson continues to walk using 2 canes. He reports that since having the implanted spinal cord device the rib pain is better. There is still swelling in the battery pack implantation site. He continues to report thoracic and lumbar spine pain. He is able to sit without moving or changing position. He reports not sleeping well due to pain. He said the spinal cord stimulator causes vibrations in his stomach. He is not able to tolerate that for a length of time. Boston Scientific has been contacted several times and they have made adjustments. They continue to make changes.
SC completed monitoring with Pa on 11/25/2015. Pa reported that he was hospitalized at Penn Presbyterian Medical Center in September, 2015 (exact date unk.) for an eye injury. Pa reported that he was hit in the face by a resident in his building for no apparent reason. Since discharge he had several follow up appointments with specialist at Weil Medical Center for after care. Pa reported that he has difficulty seeing out of the eye. He uses medicated eye drop nighty (Pa does not know the name of the drop). Pa next appointment is schedule for January, 2016. SC inquired about the resident that hit Pa and stated that he still lives there but has not said or done anything since the hit. Pa reported that the workers at the residence just took their
My first day of observations had finally arrived. Filled with excitement, I opened the doors to Pleasant Ridge Elementary School, and walked into the front office to sign in as a guest for the day. I made my way to the second grade wing to do my first observation for my field experience report. The second grade instructor greeted me as I entered her classroom, with a big bright smile I found made her classroom warm and inviting.
I am very passionate about working with kids with autism. They have such amazing personalities and I feel like people don’t see past the disability to the unique person they are. For several years I worked at a residential facility for kids on the spectrum. I was a direct care staff that worked one on one with them to work on their goals their treatment plan was focusing on. My passion to help kids with autism comes from my previous experience working with these kids and watching them grow and learn new skills. This transformation that I watched happen and helped be a part of with these kids made me want to help more kids with autism spectrum disorder (ASD). There are a lot of skills that need to be taught to these children. Socialization, communication, and positive behavior are just a few kids with autism need help improving. I believe that the earlier that you teach a child these skills the more successful they will be. Early intervention has had a positive outcome within many research experiments that professionals have done. The Individuals with Disabilities Education Improvement Act (2004) also requires schools to teach kids with disabilities alongside typically developed kids as much as possible.
Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the