As children growing up, we tend to imitate and aspire to be like the people we look up to. Looking back at my childhood, my passion for teaching and working with children comes as no surprise. When I was in 5th grade a young boy my age was as others stated to be "different." Teaching him, reading to him on the bus, and just always wanting to get to know him made me realize how much I would like to do this professionally. Seeing how the grown ups interacted, and was so effective with children really amused me. I had been surrounded by children my whole life, and as I got older, I would try my best to lend a hand and help all the other children that has disablities. After my first experience in a school, I grew fond of working with students in a classroom setting. I began looking up teacher development workshops, and graduate courses to expand my knowledge about what possibly would happen if I went into the special education feild, in order to support and apply while teaching at the time. After becoming familiar with the different realms of education I became aware of a few things. I ...
I have always wanted to be a Special Education teacher. I started deciding what I wanted to do in the eighth grade. This was also around the time I was diagnosed with Asperger’s Syndrome. Asperger’s is an autism spectrum disorder; people with it show difficulties in social interactions, and reading body language. For me, I have trouble making friends and having age appropriate conversations. It is difficult to read people’s emotions, which sometimes gets me into trouble. I have been given the gift to be able to help teach other children with special needs how to ride horses, and also learn about how the horses communicate with these riders differently then a “normal” person. Through working with Ian I have been able to obtain a better understanding of my career goals.
Many individuals, teachers or not, only do what they are asked or expected to do. However, going above and beyond and being able to have greater influence on a child’s life is my goal. I know I will love my job and in this position, children and families will be going through difficult and not normative life events. It is essential to extend further assistance to make each individual feel important. Being someone who can help families understand and make their lives a little bit easier by providing support and encouraging optimal development, I can hopefully make a meaningful impact on a child and/or family. The child and family satisfaction would bring happiness in itself and be worth more than
Imagine yourself to be a young child sitting in a classroom. The teacher has given instructions, and everyone is working, except you. You want to raise your hand, but are hesitant due to the fear of being laughed at. The teacher scolds you for not being on task, and for having to perhaps stay afterwards to catch up on your work. You feel ashamed and want to give up altogether. The teacher glares at you waiting for you to start your work. This example is one that I do not want to have my students experience in the classroom. I have the desire to become an Early Childhood Special Education teacher. I want to assist the child that feels lost, or does not catch on as quickly as the other children.
After taking time to reflect on everything have learned throughout this class and the rest of my courses, it seems as though I have learned a lot and have developed many skills that will allow me to progress as a teacher. This class allowed me to gain a better understanding of education laws, as well as what brought these laws about. Additionally, this class also shined light on many aspects of working with special needs students that I was not aware of before.
When I was sixteen I started working with children from low socioeconomic backgrounds at a Family Resource Center. Everyday I saw how many of the children got overlooked at home and at school. This experience was critical in my decision to become a teacher because I know that I will always go the extra mile with each and every child. All children have lots of potential and need to be able to express it in some form whether it is with creative writing, making maps or building a model. All children deserve to be given the adequate time and attention they need to grow, learn, and achieve. Children should feel comfortable developing hopes, dreams, and goals and realize that they have the opportunity to achieve them.
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 special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
A lot of people ask what inspired me to become a special education teacher, and why I am continuing to pursue a career in a field where many unfortunately decide to leave. I wish my answer were as simple as saying “I love children and I want to make a difference.” Although there is obvious truth to that statement, what I love more is celebrating the achievements, both big and small, of a child who faces adversity every single day. Nothing brings me more joy than watching students succeed beyond the expectat...
I plan to teach special education. I believe that these children need more patience and understanding towards their academic goals. I have always had a warm spot in my heart for these children. Many of these children do not receive the positive attitude at home that they can succeed and meet challenges in their life. I want them to recognize their challenges and to raise their self-esteem, so that they can achieve every goal in life.
Life takes it twists and turns. While many experiences have impacted my life for the good or the bad. This particular experience has taught me so much more than I could have ever imagined. Working with Annie not only stands out because of the memories we share and the bond we made, but also the challenges and obstacles that were presented. Sometimes the most unexpected events and unexpected people can teach you more about yourself and lead you in the right direction.
Every teacher has this potential whether they are aware of it or not. I have been a teacher for nine years in early childhood education and within those nine years I have become very aware of how powerful the smallest act of caring can turn a person’s life around or even just make someone’s day a little better. Being a preschool teacher has brought me great pleasure to my life simply brightening a child’s day and knowing that I am making a difference in their life. Through my journey as a teacher I have thought about how I can advance in my career field and still be active with children on a daily basis and continue making a difference in each child’s life as well as their parents. With plenty of thought and research I have come to the conclusion and gained the interest to become a preschool and childcare director.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
As of this beautiful rainy day, I work with school-age children and adolescents who have learning disabilities and/or physical disabilities. I have previously worked in a classroom environment where I loving working with children who have ASD, ADHD and other learning disabilities, for in which case it lead me on my path to wanting to be a Special Ed. Teacher, yet after working in a home environment with a beautiful young girl, I found my love outside the classroom in a child/adolescents natural environment, their home.
In going forward in my career and life it is my mission to continue to look beyond the surface of each child I encounter and into their soul to find the potential and promise of a bright future that each of us has. I accept the responsibility that I feel belongs to every educator, to be someone who values each and every child, and who inspires guides and enables them to become the person that they are intended to be. I also feel it is my responsibility to encourage this in the educators in my community. I feel learning and teaching is a community effort and that if I have a resource, an idea, a thought, a philosophy, that will promote growth and learning, I should share it for the common good of all. I believe as William Butler Yeats does when he says, “Education is not the filling of a pail, but the lighting of a fire.” Through my life, my teachings, my parenting and grand parenting, I want to set the world on
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
All students regardless of disability are entitled to a free public education from ages 6-14/15, which is equivalent to grades 1 thru 8. Special education is provided for visually impaired, hearing impaired, physically impaired, mentally impaired and chronically ill children. In 2008, there were 1,158,636 handicapped children that lived in Turkey. Of those children, 21.6% where physically handicapped, 22.2% visually impaired, 36.2% hearing impaired and there was no data available for students with mental disabilities. Students with disabilities are educated in primary, vocational and technical schools, private schools, autistic children education centers and gifted and talented centers. The Special Education Decree-Law (No. 573) of 1997 works to integrate special needs students into general education classes when appropriate. It also makes pre-school mandatory for children identified as special needs. The Ministry of Education provides special needs education from ages 0-18. The Ministry of Education funds some special education expenses. The Administration for Disabled People regulates special needs in Turkey and they work to provide services for disabled people. There is no nationalized screening process for special needs with the exception of hearing screenings. Therefore, parents are responsible to apply to show their child has special needs. Parents must submit the application to the Guidance Study Centre in their locality and provide a hospital disability report. The Guidance Study Centre evaluates the documentation and provides education recommendation. There are four documents needed to apply for special education: residency certificate, written application by the parents to the school administration, persona...