Special Education Classification Is Important For Teachers Essay

I enjoyed this 20-hour field experience, special education has always been a passion of mine. This gave me the opportunity to see first-hand what my future teaching job could look like. I noticed there was numerous amounts of paper work that must be filled out for each student that is in the special education classroom. There is also a lot of data scores that must be collected and used when determining a student’s IEP. Time management is very important when creating a daily schedule to meet the student’s needs.

The time is now to become a Special Education Teacher. I believe the best fit for my academic and vocational goals is the UWM Exceptional Education Post-Baccalaureate Teacher Certification Program.

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.

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

Disproportionality, in special education, is the overrepresentation or under-representation of a particular population or demographic group relative to their presence in the overall student population (Ralabate, & Klotz, 2007). There are many factors thought to contribute to disproportionality: cultural differences, lack of appropriate assessment strategies, socioeconomic status, race, and gender (Kanaitsa, 2010).

In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s

Disproportionate identification of minority students in special education is a major concern in schools today. This paper describes the issues in the assessment process with minority students and how we have arrived at a situation where minorities are being misdiagnosed into special education programs. Additionally, several legal cases are mentioned which show numerous actions and rulings that have tried to correct the disproportionate identification in special education. Some of the legal cases discussed include Larry P. v Riles, Diana v. State Board of Education, and Guadalupe v. Tempe Elementary School, which all significantly impacted special education today. Additionally, the Individual with Disabilities Education Act has enforced

The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an

Autism Speaks. (2012). The Federal Response to Autism. Retrieved June 17, 2012, from HYPERLINK "http://www.autismspeaks.org" http://www.autismspeaks.org.

To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living, and to ensure that the rights of children with disabilities and parents of such children are protected….

This article discusses whether or not special education teachers, as well as general education teachers, are prepared to teach students with autism. According to the article, autism is ranks at the sixth most commonly classified disability in the United States. There is a very wide spectrum for autism which include disorders like Asperger’s and pervasive developmental disorders not otherwise specified (PDD-NOS). 1 out of 150 American children will be born with autism (Autism Society of America, NDb).

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and