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I personally believe I am qualified for the position as a special education coordinator for the following reasons: professional and interpersonal, effective communicator, knowledgeable of special education programs and law, and competent in data analysis procedures with the intention of making informed decisions. Currently, I am a special education program specialist for the Hemet Unified School District. My role as a special education program specialist has generated multiple opportunities to support and oversee diverse service delivery models for students with diverse needs and ability levels. More specifically, I have overseen and supported the following service delivery models: mild to moderate, moderate to severe, autism program, behavior
School leaders and faculty are responsible to ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards. As a special education program for severely disabled students including all these requirements in curriculum that is differentiated for the array of needs in the school isn’t easy. In response to the suggestions made by Ms. Joseph the principal decided that the best way to address it while still attending to the needs of the school would be to created an inquiry team that will research the findings in order to help with the decision making.
The field expert was Mrs. Brenda Williamson, who taught various grade levels and subjects for special education. Mrs. Williamson has been teaching for twenty years. Currently Mrs. Williamson is a principal in a private school. Mrs. Williamson was chosen for this interview because after working with her I have learned many strategies to enhance learning and classroom management.
In the Evan v. Board of Education of Rhinebeck Central school district, the mother of the child Frank Evans, Catherine Evans filed a case for the reimbursement of the child’s education at the Kildonan School. The Kildonan School, which specializes in special education for children with learning disabilities like dyslexia. The basis for her case is that the school did not provide her son with the appropriate education, as is required for children with learning disabilities under the provisions of the Individuals with Disabilities Education Act (IDEA) (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.).
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.
Osceola School District administration team is starting to implement a new plan to support the classroom instruction. The district administrators are focusing mainly in the subgroups of special education (ESE) and English language learners (ELL). In my work-site, the human resources allocated to both of those programs are usually disconnected of the regular education or content classroom. There is no communication between the regular teacher and the special education specialist. Part of the district superintendent plan is to provide the specialists with professional development in content, for them to support the regular class instruction. Additionally, the specialist must provide support as “team teaching” in the mainstream clas...
My personal philosophy on special education begins with this firm conviction, I believe all children are “uniquely and wonderfully” made, and regardless of their disability, posse unique gifts and talents. My philosophy of special education has developed, not from just being a general education teacher for many years, and a graduate student in special education, but also from being blessed to be a parent of a special needs child. I believe that every child deserves to have the best possible education, regardless of their disabilities or challenges. It is our responsibility, as special education teachers, to not focus on a student’s disabilities and challenges, but rather focus and develop their personal gifts and talents, in an environment
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.
The large special education student population combined with the administrative and staff turnover has posed a challenge. Ensuring all teachers and staff have the essential knowledgebase is vital, however my current role generates time restraints. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with action plan. I will inform all members of the current legal mandates established by federal law, as safeguarding student rights is imperative. I will attend IEP and MD meetings to ensure federal mandates are applied to each child’s education pathway.
I am currently employed by the New York City Department of Education. I’ve been working with the Committee on Special Education for the past 26 years. Initially, I worked in the Placement Office as a Compliance Monitor processing paperwork generated by the School Assessment Team. However; as a result of changes within the New York City Department of Education, I am now placed in a school setting, with a different title, performing the same duties for the School Assessment Team. The team is comprised of a Psychologist and Social Worker. However, based on school enrollment and the number of Special Education students, there could be more than one or two of each discipline.
My field experience for EDUC 2130 was done at Rabun County Elementary STEM camp. The camp and its instructors had the goal of increasing the student’s awareness, knowledge, and interest in STEM. The student age groups I worked with went from kindergarten to 5th grade which gave me a wide range of behavioral, moral, and developmental stages to observe. The teachers running the program used many of the techniques we have discussed such as whole class discussions, small groups, and observational learning.
I was part of the group where special education and general education leadership worked together on developing this plan. The special education staff had voiced that they have no understanding of what the general education instructional practices are. They requested training in the same practices as general education staff so their teaching could effectively support what students were already working on with their peers. The special education leadership had wanted that for special education staff for a long time. This time we all were able to sit down with district teaching and learning department and make a plan for staff development that would enhance special education staff's skill set and help align instructional practices with general
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.
I interviewed a teacher from the Philadelphia School District and here is the result from my interview. I am a teacher in the head start program of Philadelphia .I have been with the head start program for 10yrs. I see children younger than kindergarteners with special needs. I see this problem not only with education but behavioral. Children with special problems can learn. You have to know how to deal with children period. Regular children and special educational children all learn. Special educational children know exactly what they’re doing just as well as regular children.
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to
The way the UVA program uses research and real world experiences to help prepare educators for the challenges faced by special education teachers, and allow them to convert that learning into real classroom skills, is appealing to me and fits with my educational goals. The tools taught in the UVA program are the same tools used by my best teachers and helped me excel in school even though I was a special education student during my entire K-12 school career. I have a personal relationship with some of the struggles that special education students encounter. These students can feel so different from everyone and may believe that they can't succeed in school. I want to be there for them as an example that they too can overcome challenges and succeed. Moreover, I have worked with many different teachers during my last three years and my time as a teaching assistant has given me the ability to observe teachers and see how they employ different teaching