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Philosophy of teaching special education
Philosophy of teaching special education
Philosophy of teaching special education
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Special Education Teachers’ significant development priorities to learner achieving objective. I interview Dan Liptak a special education teacher at The Hawthorne Country Day School a nonprofit organization considering students through various disabilities. Hawthorne Country Day School is a non-profit/private school wherein students have Autism. Notwithstanding has learner’s kindergarten to age 21. The students categorize insufficient assistant ahead of elevated facilitation. There are several students who arrive from various school districts in New York. In addition, The Hawthorne Country Day School offers various trainings such has CPR, CPI and distinctive Applied Behavioral Analysis. The ensuing paper summarizes my findings consequently
Graziano’s article over the handling of his son’s disability in the classroom also involves issues that relate to teachers detecting signs of mental illness in the classrooms, how teachers identify a behavioral troubled child, and training school counselors on the Section 504 policy that are all happening in the world today. Realizing these issues can help parents with giving their child the best out of their education and can also help teachers understand the importance of their relationship with students. Everyone should have the opportunity for a brighter future and having a learning disability should not be the end of the road for any student.
“The current prevalence rates of Autism Spectrum Disorders range from 0.5 to 6.7 per 1,000 among children ages 3 through 10 years” (Shtayermman 88). With this dramatic change in the frequency of autism comes the development of special education schools and, in turn, a rise in the presence of autistic children in a general classroom setting. While many think that a child with Autism Spectrum Disorder, or ASD, in attendance at a regular school would be beneficial to the child in question, there are instances where it would be unwise to place them in such an environment. Considering the characteristics of children with ASD, the victimization they go through in a regular classroom, and the lack of knowledge amongst teachers, the experiences of children with autism in mainstream schools may not always be beneficial to their wellbeing.
Most children with severe and pervasive disabilities need a classroom that will start at their unique skill levels. The children need to learn numerous and diverse behavior changes, probably different in each of their cases that cumulatively, would enable each child to enter and benefit from the general curriculum. To assign children with autism who do not possess those skills to the usual public school classroom is to assign them to regression. (Baer, 2005, p.9)
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
I interviewed a woman who has a child with special needs. The child is now in kindergarten. The mother reported having a normal pregnancy with no complications. This was the second child for the mother, who has another child who was five years old at the time. The mother disclosed that during the pregnancy, she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy, the mother was also working full time as a waitress in a local restaurant. The mother reported that her job required her to be on her feet for long periods of time. She was able to work until around a week before her child was born. The mother reports that the child was born around two weeks early but that labor was easy and the child was born healthy.
Marks, S. et. al. (2003). Instructional Management Tips for Teahers of Students with Autism Spectrum Disorder (ASD). Teaching Exceptional Children, 35 (4), 50-55.
I plan to conduct interviews with professionals in my community who work with youth that have disabilities ranging from 14 to 24 years of age. The professionals will be working in the educational field in high schools and colleges. The college level, both directors of the upward bound program as well as both directors of disability student services. At the high school level, the two directors of Special education departments along with three employees of the special education department. The other fields will be those in the employment sector, such as people who work at Department Of Rehabilitation, Transition Partnership Program (TPP) and Job market. At the department of rehabilitation, the plan is to interview four employees who work with in connection with the TPP. in the transition partnership program, the plan
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Many people think special needs children are all the equivalent and that they all have the identical disorders. People additionally think they can be treated like all the other children. a special needs person is described as an individual who needs an assistant for disabilities. There are various kinds of disorders that special needs children can receive such as autism and Down syndrome. Also, families have financial and emotional stress when having a special needs child.
In this article, Patrick Wall (2014) cited how teachers effortlessly tried to discipline Joseph—but it failed. However, this sparks a rather differences between the general educator to special educators. According to Anne M. Hocutt, she conducted some findings revealing the contrast between the two positions: General educators are far more concerns on whether or not they are capable of being discipline—education is often secondary. This lead to the stereotype among teachers that students with disabilities have “irrational behaviors” (1996). However, special educators on the other hand, are more patient, promote one-to-one instructions and have a better understanding with the students. Teachers have lower tolerance of special education students compare to students in general education (Hocutt 1996). Special educators are more likely to praise students, ignored any disruptive behaviors, provide more answers about themselves and the students (Hocutt 1996). Melissa Ferry offers feedback in usual, special education classroom tended to be smaller, children become individualized and more responsive to positive feedback (Ferry 2011). In fact, a study conducted by Kris Zorigian and Jennifer Job (2016) concluded positive behaviors interventions and support brings out the best out of students in special education differs little when compared to general courses – strengthen by another study that isolation
From the research question, the argument is about the children with special needs having different teaching strategies from those of other students. Strategies on how to assess children with special needs should be different from that used on other students because different needy students have varying disabilities which calls for special attention. Assessing the children based on selection and ranking closes out the needy students because they cannot compete with the able students and as such they end up in stigmatization. The special children therefore require different teaching methods which depend on the type of disability. Individual Education Plans (IEPs) help in identifying the student’s needs through the collaboration of the needy student, teachers, parent and specialists (Mitchell, 31).
Have you ever imagined the world of teaching through the eyes of a special education teacher? It takes a unique person to educate children with disabilities. The career of a special education teacher is an interesting career, because you get to help children overcome obstacles and become productive citizens. The research will describe the career of a special education teacher, what is required to become a successful special education teacher, and the impact this career has on society.
People with disabilities are still people, they are people with hearts and they are actual physical beings; people with disabilities do their best to live every day to their fullest, yet that is still not enough for others. I feel like as a whole, humans are generally uncomfortable with people who have disabilities. Let’s think of it this way, people live their life every day in their normal lives and then they come across a person with a disability and suddenly their life is interrupted, like it is such a barrier in their flow of life to come across someone different from themselves.
As I ponder over my personal professional development experiences as an educator the realization of how one has developed over time is personally satisfying. Educating children especially children with special needs is a challenge within its self. As a teacher it is important that this writer makes a positive influence with students. There are going to be certain ideas that one tries to uphold and other discriminations that one will not allow. Everyone has their own beliefs teachers should do what is necessary not to infringe on others, but show children different way to think so that they have all the information needed to make educated choices. Children are open-minded they have not yet had to deal with or understand the injustices that they will encounter. If children are taught from an early age they will have the ability to succeed especially children with special needs as an educator my main goal is teaching the purpose of public schools, and education reform. It is my purpose to influence children and be positive influence.
Special education is an incredibly important, but often underappreciated aspect of education. There is a stigma around individuals with disabilities, that leads people to assume those in special education are less capable or smart as their peers in in a strictly traditional classroom setting. That could not be farther from the truth though, and the individuals in special education are just as capable of learning and maturing in to successful adults. As a future teacher, I was not really aware of how little I knew about special education until I enrolled in this course. This course has helped change and shape my views of special education, and helped me gain a better understanding of what exceptional children are and how I can better serve them