Reflective Reflection For The Classroom

Special education teachers make a conscious decision to work on a daily basis with students who display various disabilities. Some of the disabilities include autism, negative social and emotional behaviors, mental retardation, multiple disabilities, mobility disabilities, traumatic brain injuries, as well as students who suffer from being blind and deaf. When these disabilities interfere with the daily educational activities of a child, the child is in need of the valuable opportunities provided in a self-contained classroom.

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Interviewing the special education supervisor has made me aware of how important my role is as a regular education teacher to special students who need additional support in my classroom. The goal of the teacher is to ensure that the IEP is followed to ensure the academic success of all students. IEP stands for Individual Education Plan and the plan is usually developed when students have several deficiencies in certain key subject areas such as: reading comprehension, basic reading, reading fluency, written expressions, math calculation, and math reasoning. Students are referred to the special education department usually in elementary school, additionally; according to the high school special education supervisor there are very few referrals

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

There are three main stakeholders for special education students being; parents, educators, and school district officials. Communication between these three groups of people will allow for better understanding in regards to plans and programs for students (Hughes, 2015). It also allows for everyone to learning new things as a group and ensure that all students are going to receive the best education throughout their years in a public school. Not only will current students benefit from the gathering and consulting of parents, teachers, administration, and others district school officials but all future students with exceptionalities as well. Every student is different and every school year there is a different issue that can be faced, however with proper consulting there is a higher chance of these students leaving at the age of twenty-one with skills and knowledge to become a member of

As a special education teacher, it’s important that I use and apply various teaching techniques, strategies, learning styles, methods, and the latest innovative practices to make certain my students’ meet the yearly goals I’ve set for them and the goals they have according to their IEP’s. These

Many factors come into play to determine whether or not a child in special education can succeed in the classroom. Some of these factors include: school climate, teacher quality, family and community engagement, effective leadership, and efficient use of learning time. But what issues seem to be affecting children the most today?

This type of placement in the special education setting means that the student’s best chance for success lies in a specialized school or school setting that is specifically designed to address special learning or behavioral needs (Mauro, 2017). It is in this school setting or classroom setting that students with special needs have the benefit of receiving the highest degree of structure, routine and consistency throughout the day. However, a student requiring this type of placement, may lose out on the opportunity of communicating with the general education population at least for a short amount of time (Mauro,

As I began facilitating my scheduled students, a classroom teacher requested I also support non disable students not being serviced in the program including them in minor groups. Overjoyed with this innovative position, I knew instantly this was my calling to be an educator. The love of engagement of the lesson that reflects unambiguous communication between students and their peers, collaboration between teacher and student, motivation from students to students. In addition, I appreciated and accepted my newly found role, becoming euphoric when the Special Education Director employed my services in the summer of 2006. I carefully observed numerous effective and efficient teachers’ model positive curriculum lessons and strategies to students

Although this may be a general strategy, being sensible and flexible is essential to successfully deal with these challenges. As each student is different, and individualized education has been demonstrated to be the accurate and efficient approach to use with students with disabilities, the educator needs to have the sensibility and flexibility enough to understand this and to always guarantee individualized education. However, sensibility and flexibility do not imply forgetting about IEPs and standards. In order to meet the desired outcomes in accordance with IEPs’ goals and standards educators must use research-based practices which promote access to and participation within grade-appropriate instructional content and socio-emotional development in the areas of life skills, self-determination, transition, and social skills (Knight et al., 2010). We will not provide a complete education, especially in the case of students with severe disabilities, if we do not integrate the teaching of socio-emotional skills with academic

We all have a collective responsibility to support and meet the needs of our youngest citizens so they can grow, achieve, reach their full potential, and live a fulfilling life. Educators have a special role to play in identifying barriers to learning and a duty to work to overcome these barriers. My philosophy of special education comes not just from what college taught me, but from my work experience in the field through out the school, what I continue to learn everyday, and my general beliefs and values about people. This view is not static, it is evolving. I seek to practice what I know to be effective and right, to reflect upon what works and what does not, and to change when change is needed.

Prior to tailoring learning to the student’s needs, it deems necessary to establish the Specific Learning Disabilities (SLD) through additional testing and a specialized team observations. Once students are labeled as needing special education teachers can create specific problems

As a future special education teacher, I believe every child deserves to receive the best education possible, regardless of disabilities or special needs. While the needs of each student may vary, each child deserves a valuable and well-delivered education that concentrates on both their immediate and future needs. It is crucial to be cognizant of students’ academic abilities and/or disabilities and to strive to supply the tools and services they need as individuals to thrive academically as well as in society. I believe it is my duty to help each child discover their unique gifts and talents and reach their full potential.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.