the 21st century special education teacher

The 21ST Century Special Education Teacher

By: MARY ALYSSA G. BOTINBy: MARY ALYSSA G. BOTIN

Very recently teacher education programs have included special education as a major program in response to the increasing special needs population and heightened public awareness of the need to educate them.

The graduates under this program are the professionals who provide day-to-day instruction and other support for students with disabilities or exceptionalities.

They are expected to teach either a special education self-contained classrooms, inclusive education settings or other delivery services such as resource rooms, and other itinerant placement.

We/They are, literally speaking,

THE NEW BREED OF EDUCATORS.

Yet, to be more effective , we must be good teachers. Good teachers are highly qualified and possess desirable personal attributes and qualities.

How to become a SPED Teacher? Meet all the requirements of the

Bachelor of Elementary Education with specialization in Special Education, a curriculum set by the NCBTS (National Competency-Based Teacher Standards)

Earn a state of certificate or licensure in teaching special education after graduation.

In terms of personal attributes and qualities. (Hoy & Weinstein) mentioned that students perceive “good” teachers along 3 factors:

The ability to establish positive interpersonal relationships with students

The ability to exercise authority and to provide structure without being rigid, threatening and punitive

The ability to “make learning fun” by using innovative and creative pedagogical strategies.

Personal and academic caring is demonstrated by:◦ extending help in school work◦ valuing individuality◦ showing respect◦ treating students fairly◦ exercising patience◦ having humor

This caring qualities are MOST important for children with disabilities who are experiencing pressure and problems at home and in school.

“Good teachers are

also good managers”

they are able to maintain order

provide limits of behaviorcreate an environment where students feel safe.

Owing to the interlapping behavior deficits of many children with special needs and personal needs which are unique only to the individual child, the ability to be firm without being punitive, to be strict without being “mean”, and to come off as someone who has control are important for SPED Teachers.

Good teachers make learning fun by engaging students in interactive classroom lessons and employing student-centered activities.

For young disabled children, manipulative and movement activities provide interactive experiences.

Interactive Learning For fast or gifted learners can

include:◦ simulation activities◦ research◦ laboratory experiments◦ field visits◦ field trips can be fun and promote

interactive learning for all types of exceptionality, if planned and carried out successfully.

SPED Teacher must possess... empathy warmth genuineness spontaneity nonjudgmental attitude high level of tolerance of

diversity tolerance is demonstrated by

unconditional acceptance of the diverse culture and behaviours of the students.

In order to possess an accepting attitude, we should have the ability to be open about our personal experiences (self-disclosure) because if we are nit this type, we will lose genuineness.

Successful SPED teacher maintain an interesting learning environment for all children regardless of age, sex, ability or background.

ROLES AND RESPONSIBILITIES OF A SPED TEACHER

Make sure students understand what they are learning.

Provide differentiated instruction and exciting strategies to ensure success of students in class

Accomplish paperwork on data about student progress and achievement, develop evaluation forms, accomplish referral forms.

Prepare adapted support instructional materials for students

Write Individualized Education Plan (IEPs) implement and document progress toward these goals

Modify content activities and evaluation strategies of general education curriculum to adjust to the child’s unique needs while at the same time considering the normalization process

Provide a positive, consistent model to address emotional and behavioural needs

Act promptly and decisively when inappropriate behaviours are encountered

Maintain an open communication with the general education teachers, parents, and other advocates

Maintain a trusting, open and equal relationship with each special education and general education students so that students can see her as just another teacher instead of “Special Education teacher”.

“How can I as a Special Education teacher make

the difference?”

“Which of the roles do I think will be easy for me

to perform? Why?”