Special Education Admission Essay Sample

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

In addition to working full time as a research technician at Memorial Sloan Kettering Cancer Center, I have been trying to gain more clinical experience. I have shadowed a few physician-scientists from my laboratory who are oncologist while they are at clinics. I have also been in contact with a family doctor whom I plan on shadowing every weekend starting in September. Most of the physicians I have shadowed in the past were specialists in their field and I feel it is important to expose to all types of different physicians. Shadowing a family doctor will give me a better idea of what being a primary care provider entails.

The goals that I hope to achieve through this shadowing is to fulfill a portion of the hours of shadowing required by t Virginia Commonwealth University for a student on the Pre-Medicine track. In addition to that, I believe this experience will allow me to understand if a healthcare related career would be a proper choice for me, it has been my lifelong dream to become a doctor and to be of service to the world from a very young age.

A special education student’s transition from school to adulthood is important. Several things need to be addressed and obstacles need to be overcome in order to do so. Specific student evaluations to assess emotional social and academic levels are necessary are beginning steps in this transition.

“I would just like to call to the Court’s attention what the realities of that situation are, and I think I can speak with some authority because for the last nine years, my fifteen-year-old- daughter has been denied access to public education…” were the words of Leonard Kalish, a father from the Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania (1972), speaking about his daughter not being able to attain a public education (Kemerer and Sansom, 2005). He continues by stating, “…and as a result of which we have had her in private schools…we have spent approximately forty thousand dollars…” (p. 293). Like Mr. Kalish, many parents have gone in front of the courts to fight for their child’s right to a Free and Appropriate Public Education (FAPE) and receive financial compensation, like the parents of Jeremy Wartenberg, from Wartenberg v. Capistrano Unified School District (1995) (West Law, 1995). However, before discussing the Wartenberg’s case, it is key to look back on special education and how it has evolved over time.

Working as a Special Education Assistant has provided valuable insights into supporting students with diverse learning needs and advocating for more inclusive classroom environments. The experience has taught me the importance of collaboration, patience, empathy, and tailoring instructional approaches to meet each student's unique strengths and challenges. As a mother of a child with an individual learning plan (IEP), I personally know the importance of these components and the influence they have on a child’s academic and social future. As I continue to pursue a career in education, I become more motivated to accept the hurdles that challenge us to improve and evolve into a more inclusive nation. The role as a Special Education Assistant has highlighted

Over the past six years, I have had the opportunity to work as a special education instructional assistant at FDR Elementary School. FDR Elementary is located in the Lawndale Elementary School District, which is in the South Bay area of Los Angeles County. I am currently enrolled in the Early Childhood Special Education Program and in the future I would like to pursue a teaching position in a pre-school classroom teaching special needs children. The environment that I currently work in is one predominantly made up of a population of approximately 612 students in which 336 of them (54.9%) have been classified as English language learners (California Department of Education Data Quest, 2016-2017). These high statistics have put me in many situations

Currently, I am a Personal Care Instructional Aide for a nonverbal Down Syndrome student at West Hempfield Elementary. I work hand and hand with the special education teacher to devise lesson plans to suit the needs of my student. I am responsible for implementing the lesson plans one-on-one with my student in Language Arts, Mathematics, and social skills interactions daily. On a daily basis, I am also responsible for molding and shaping my student's behaviors and prompt when necessary. Working in the learning support room has taught me a variety of ways to incorporate differentiated instruction to suit the needs of all students. It has also shown me the type of teacher I should be, a teacher who adapts content to meet the needs of all learners and the importance of inclusion.

1/What was the goal of the American Federation of Teachers, the National Education Association, NCATE, and other professional organization?

The first theatrical production I was ever involved in as a tech crew member, happened by pure accident. At the end of the school day, a group of friends whisked me away to their drama club meeting, and at the end of the week I was the only member of that group that remained. That accident was the genesis of a brand new passion. From starting off as an average stage hand to becoming a full-fledged member of the high-school tech program, I was hooked for life.

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

After struggling with the department of education and guiding my son through the right path, I decided to become a paraprofessional for children with special needs. I absolutely love my job. Being able to help other children by accommodating their needs is a true blessing. Providing children with the tools necessary so they can accomplish given goals and expectations according to their specific needs makes me feel like a successful assistance. I have learned to be patient, understandable and resourceful for both children and families in my classroom.

Throughout my life I have had a plethora of different experiences working with children, adolescents, and teens with disabilities. I have been able to work, coach, and mentor peers through academics, sports, and different organizations involving children and adults with disabilities. My younger brother Morgan is 16 and has Down syndrome. Once Morgan was born my parents became very involved in the disability community. With my parents being so active within the community, this provided me with many opportunities for me to volunteer and work with peers of various abilities.

I am interested in getting my license to teach special education for adapted curriculum in the state of Massachusetts. In the state of North Carolina, a future teacher is required to apply for their North Carolina Professional Educator’s License for either a Standard Professional 1 (SP1) or Standard Professional 2 (SP2) licensure. The Standard Professional 1 license is offered to individuals with 0-2 years teaching experience and is valid for three years. The applicant must have completed a state-approved teacher education program or approved alternative route to license. In this program, the individual must must pass all three Praxis Core Academic Skills for Educators (CORE) tests as well as all content tests required for their certification area(s). Special education applicants in North Carolina must take and pass, with the required score, eight related tests such as Adapted Curriculum,

One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.