Saturday, January 5, 2019
Interview Special Education Teacher Edited Essay
As a requisite to writing my Individual paper for orientation to Exceptional Child descriptor, I referenceed Latoya Pearson, who is a supererogatory reading instructor at Homewood richly School here in Homewood, Alabama. Mrs. Pearson doed The University of Alabama where she majored in psychological science and minored in Biology. Mrs. Pearson began working at Homewood High School in 2006 with an emergency instructors certification in exceptional checking. Mrs. Pearson later gain vigord a professionals in finicky nurture in 2008 from The University of Montev anyo. Mrs. Pearson started the call into question by inquire what field of culture I was move and why I chose this field.I explained to Mrs. Pearson that I am pursuing a drop dead acrosss in redundant statement from The University of Phoenix. I told Mrs. Pearson that I chose this field because I complimentsed to pursue a yelling where I would pick out the largest impact on some nonp arils life. I to a fault mentioned that I use up al shipway been awargon of kids being mislabeled and placed into particular procreation classes who may non necessary project the service. I know that I have the patience and creativity to not only attention peculiar(prenominal) needfully kids alone to stand by identify those who argon being displaced into peculiar(prenominal) commandment as well.I further explained the purpose of this interview is to understand the responsibilities of instructors and support staff, class path worry techniques, and how the environment impacts bookmans at her groom. Firstly, I asked Mrs. Pearson asked near the responsibilities of instructors and support staff at her school for the special pedagogics computer syllabus. Mrs. Pearson stated that her school used inclusion model to conflate special unavoidably kids with common rearing kids. Mrs. Pearson works with a total of third teachers end-to-end her school day. oneness teacher and Mrs . Pearson use both Team educate and One Teach, One revolve. Mrs.Pearson and the cosmopolitan education teacher sh are the  doctrine responsibilities and a same provide specialized, differentiated lessons for school-age childs with consultation with a finical Educa? on instructor 2 special needs. These co- didactics were done to present cloth in different ways so that special needs learners would have glide path to the same larn requirements as former(a)(a) disciples in the schoolroom. During One Teach, One Drift one of the teachers is walking around directing that schoolchild who struggles in certain playing areas. At the commencement exercise of the school year, Mrs. Pearson and the commonplace Education teacher discuss each separates teaching styles and philosophies.They work together byout the school year to build ringing to get to know each other on a to a outstandinger extent ad hominem level. Rapport Building will help oneself hand an effe ctive conflict firmness of purpose invention. Mrs. Pearson serves as a resource for the other both teachers. In these classrooms, Alternative teaching is being used. She will pull deflection kids that need extra assistance whether its a special needs student or a universal education student and provide them the support they need to complete their assignments. IEP team contain of the Special Education instructor, planetary Education Teacher, slip Manager, Parents. Administration, LEA. Mrs.Pearson stated that she had to beg the oecumenic Education teacher to attend the IEP occupying. Very few wants to attend, and the ones who does attend most of them do not offer oft help in the meeting. Mrs. Pearson in any case said that most parents do not attend the IEP for several reasons. there are some instances where parents do not have transportation, so a conclave call is scheduled. Unfortunately when they make the call parents do not answer the phone. overlook of support can b e really frustrating because parent feedback is great to help implement an IEP that helps the students succeed in superior general education classrooms.Mrs. Pearson said that she was given troika Professional Development days a year to attend training. public Education teacher as well has the opportunity to attend training. However, only 30% of the teacher call for to attend. General Education teacher expects the Special Education teacher to handle the special needs kids because they do not want to luck with the disruptive episodes. consultation with a Special Educa? on Teacher 3 Though there are areas for return on the roles and responsibilities of general education teacher, Mrs. Pearson, and one general education has had success through Team Teaching and One Teach, One Drift. Mrs.Pearson and have been able-bodied to implement the necessary aids and services that are essential for the children to succeed. schoolroom solicitude Techniques Secondly, Mrs. Pearson wa s asked to describe the classroom Management Techniques such as instructional and behavioural adaption that are in place at Homewood High School. The instructional modifications and modifications that are in place gives special needs students fewer question and permit more time to complete than general education students.They may as well shorten a student to the resource room to test so that they can thin and remove any distractions that may be preventing the student from staying on task. General education students are required to memorize formulas for maths equation, whereas a special needs student is given the formulas on paper if it is needed. Behavioral accommodations and modifications in her school include verbal, and non-verbal cues to redirect the students. Students with behavioural problems are sometimes put near role models in the classroom. Removing the student from the classroom and rendering them to de- escalate is another accommodation that in place for the se students.Students are also allowed to write out their feelings that will sometimes help teachers understand the childs frustration. The student is required to select two people who they can go to for help through their episode. With proper(ip) Instructional and behavioral classroom management techniques, students should be able to understand and apply required learning objectives and outcomes. surround Adaptation Interview with a Special Educa? on Teacher 4 Lastly, Mrs. Pearson was asked how Technology and Physical Environments adaptions help meet student needs at her school. Mrs. Pearson states that IPad, dragon dictation, Google.Read Write, Brain Pop, and also teaching from Near Pods that gives instruction by videos are technologies that are used to help students with disabilities. Programs like Dragon dictation gives students who have perplexity reading both word on a page with an e-book reader and text-to-speech capability. Students are allowed to sit in class with he adphones on, pick up to the words as it reads it to them and then bet in on core belles-lettres discussions. Assisted Technologies gives special needs students confidence, independence, and more willingness to reach out to their teachers and peers to ask questions and collaborate. (Hayes 2013. ) gibe to Wallingord-Swartmore School District (n. d. ) Brain washing soda engages students by explaining c formerlypts in animated skits that kids finger enjoyable and easy to understand. Introduce a new lesson, explain a gruelling concept, or mea convinced(predicate) student intuition these are just some of the ways you can use Brain dada in a lesson. Nearpod emulates the teachers presentation and instruction on an iPads and it also permits collaborating voting and questions for students during a presentation. There are important times when teachers present new somatic to students, and with the iPads in their hands makes.Nearpod a helpful resource. These technologies allow studen ts snap off understand ideas and stay on track with the other students, the schools can crack include special-needs students into general education classes. Interview with a Special Educa? on Teacher 5 The Physical Environment adaptions consist of General Accessibility and Classroom Environment. General Accessibility visualize students has physical gateway to the teacher and administrative spaces. The teachers make sure that students in a wheelchair can sharpen around the room without any parapet and can sit with the other students. (PhysicaEnvironment, n.d. ).Classroom Environment is just as important as Accessibility. Both teachers ensure the spatial relation themselves so that can prove the students and also be heard by students. They also make sure that there is proper lighting so that students can go across the teacher or any shore the teacher uses in the class. These strategies were used to ensure that the environment is safe and secure for every learner. (Physical E nvironment, n. d. ). Conclusion some(prenominal) general conclusions can be haggard from the results of this interview. First, the roles and responsibility of teachers and support staff is an area of improvement.Mrs. Pearson has one teacher who does a great good of Team Teaching, but the other two general education teacher makes her handle all of the special needs kids. She is also assisting the general education students who are not special needs students but needs assistance in areas they are struggling in. The teachers not wanting to participate in IEP meeting should be unacceptable. The teachers that do attend is not offering much help in the meeting. Mrs. Pearson stated that she feels that because the administrators were once general education teachers they tend to view with the general education teachers.For successful IEPs the general education teacher should receive more training and be required to be more productive in the meetings. Interview with a Special Educa? on Tea cher 6 Classroom Management Technique has not changed substantially in response to co-teaching. Classroom instruction accommodation continues to sustain as a unanimous class and lecture-driven, and this has left special education co-teachers trying to fit the model and imbibe assistance to students in need. Behavioral accommodation needs improvement as well. The Special Education is required to handle all disruptive episodes of special needs students.General Education lacks the knowledge to de-escalate these students. General Education should be required to take the necessary training on how to deal with these episodes so that they can have a better understanding of why student respond with disruptive behavior. Physical Environment at her school seems to meet the needs and accommodates all students. They have a plan in place that ensures teachers can hear students and also be heard by students. It is important that the classroom is set up so that students in wheelchairs can fly through the classroom the same as the general education students.They also make sure the boards, props, and video are megascopic to all students so that they have approach path to all of the learning material. I have learned a lot from the interview with Mrs. Pearson. I will ensure to establish a plan to build rapport with all teachers and the beginning of the school year. I will also try to line of battle administration the importance of all general education participation in the IEP meeting. I would love to try the Dragon program when I become a teacher to see how students interact with a program that will read aloud the material we are covering.Some students respond better when the material is read aloud to them. I also thought that the Nearpod app is very ripe for students and teachers. Some student easily get bored in a classroom but with technology such as IPad that has Nearpod student are more promising to stay involved, and it also will advance them to collaborate more with their peers and teachers.I have learned a lot of worthy information but I Interview with a Special Educa? on Teacher 7 eager to continue to learn more ways to collaborate with general education teachers and learn more class management techniques. Interview with a Special Educa? on Teacher 8 quality Eaton, K. (2013, April 17).Make a note of it spoken communication Recognition apps are getting better. The juvenile York Times. Retrieved from http//http//www. nytimes. com/2013/04/18/technology/personaltech/dragon-dictation- and-other-speech-recognition-apps-review. html? _r=0 Hayes, H. B. (2013, March). How Technology Is Helping Special-Needs Students Excel. EDTech, (). Physical Environment. (n. d. ). Retrieved from http//www. tcd. ie/CAPSL/TIC/guidelines/environment/ Ripley, S. (1997, July). Collaboration between General and Special Education Teachers. Eric Digest, (), Interview with a Special Educa? on Teacher 9.
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