What Is Special Education

Teaching with special education is about the same as teaching general education you just have to be a little more flexible with how you teach. Both professions work with students and teach in order to help the students progress. They both assess students to evaluate their abilities. They also meet with the parents to discuss student progress. Both work with special educators to ensure that students with disabilities receive the specially designed instruction to which they are entitled.

When Public Law 94-142 was passed in 1975 it had a positive impact on the education for children with disabilities. Millions of children in the United States were supported by the law. These children had previously been excluded entirely from the education system.

In what type of school do you teach? (Type an “X” next to the appropriate description; if “other” applies, provide a brief description.)

The Education system in America has had a lot of improvement over the years. Given

What does it mean to be a special educator? This question arises frequently in the world of education. There are many people who ask themselves this question every day. One could say that a special educator is an individual who has special interest and a passion for primarily interacting with children with disabilities. The special educator would also have knowledge of certain disabilities and the way they can influence children differently. Finally, they would want to have an added level of patience, due to the extra attention required to educate

In the Woodlock vs. Orange Ulster case, a woman by the name of N.W. placed in a satellite school as a school counselor for Exceptional Special Education (ESE) children. Exceptional Student Education is a program that administered to children with disabilities. The school was under the supervision of an Intern Principal who lack experiences in the areas of supervising and governmental endorsement. Like any other employee, N.W.’s position as a school counselors’ responsibility did not change. The ASCA Ethical Standards for School Counselors states that the counselor's responsibility is to, “have a primary job to the students, who are to be treated with dignity and respect as exceptional individuals.” (ASCA, 2014) Therefore, it is the right of

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.

The importance of educators understanding the complex process to determine if a student is truly EBD: In the assigned readings and research my classmates and myself learned that there are many components that educators and evaluators must look at to determine if a student “truly” has EBD. I further was able to solidify this line of thought during a conversation I had with the Special Education Teacher I have been interviewing and practicum study with during my GCU Journey (including our Week One Assignment). As Mrs. Fairchild Romero and our textbook noted the process to determine if students have emotional behavior disorders can be at times be long and require much data gathering information before to ensure an accurate an effective decision

I have been working in the field of special education since I graduated from college in 2013. I have always had a strong interest in working with students that present with Autism. No two kids are alike; this is especially true for children with Autism as Autism is not a single disorder, but a complex and diverse collection of behaviors. Children with Autism can have a wide range of abilities. No child is alike in their behaviors, their potential to learn, or even in the way they respond to a particular (and even well thought out) instructional approach. Applied Behavioral Analysis (ABA) is the most widely known tool for educating students with Autism, but has been deemed fairly controversial.

Everyday teachers are constantly collaborating with other teachers, school officials, and staff to ensure success for each individual student. Collaborative teaching is successful way to teach and it has many benefits for the student. Special education teachers collaborate with general education teachers, school administrators parents and guardians, and school psychologist.

Education is important to all children, but teaching children with special needs entails the educator to examine and assess the social, behavior, intellectual and academic deficits of the student and devise an instructional plan that will support their excellence in these areas. Teaching in a classroom with children who have disabilities pertains to various teaching methods that insist the teacher individualize lessons to achieve academic excellence in students. We will examine to special education requirements in public, private and charter schools. Many inclusion classrooms have the necessary support which include services and accommodations to establish a learning environment conducive to the students learning abilities. Although the education system has become far more advanced than it was and children with disabilities have more access to supports and services, problems still remain like they still lag behind their non disabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school and more likely to drop out (Aron, Loprest p. 97). Early detection can help prevent secondary disabilities and detect early disabilities and allow for the proper intervention strategies to be in place. Early detection can redirect some of the

First, I would suggest the parent file to a formal complaint about the teachers if they feel the teacher is treating Julia differently than every other student and singling her out. According to Washoe County School District (WCSD) policy, student or parent must fill out the formal student complaint based on allegations of discrimination. The WCSD board policy is specifically connected student issues and parent complaints, not every concern or a complaint is covered under the WCSD policy and procedures. Some complaint have their own policy and procedures to follow.

One would think that through the achievements within special education that our culture would be more willing and understanding of students with special needs. Even with great strides and progressive steps to improve the experience within the education for students with special needs society still does not fully understand what challenges students with special needs face daily. Culture wants to be accepting within its comfort level and does not understand that to help students with special needs or disabilities one must change to the student’s level of understanding and comfort. Within observations of general classrooms, it is still apparent that teachers want to accommodate all students, but some are still lacking the understanding and knowledge of how to modify their teaching style to help students with disabilities to reach their maximum potential. Culture is still seeing students with disabilities as being limited within their education not fully understanding that each student has different potential and needs specialized instruction (Personal Communication).

Teaching is a job that sometimes gets underestimated. Making sure your students have everything that they need to succeed can be hard. Going into a classroom you must remember that you will have students on various levels and you need to fill in those gap in every level. That can get frustrating when you get overwhelmed for feel inadequate. Taking all that and add it to a special education teacher and you have even more to cover along with making sure that student have everything they need that is included in their IEP. Teaching is one of those jobs where having help for your colleges is a must, no matter if they have been teaching for a week or for twenty years. Teachers need to pull together and help their students become successful.

Throughout sequence three, we touched on two main topics: policy and assessing diverse students. In the policy module, we focused on learning about policies that will affect all students, including minorities. We went over policies like No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA) and saw how these policies and others like them played out in the classroom. The objective of the class was to learn how policy affects teachers and schools at the micro and macro level. During TLSC 220, we learned about assessing and supporting students with diverse needs, mostly English language learners (ELL) and children with special needs. In the ELL section, we were assigned a student who was identified as ELL and assessed them on their