Special Education Teacher Essay Example for Free

Special study Teacher Essay lineation This paper reflects on the teacher candidates observations of the educatee immature and the variant accommodations that were made for him in various stratumroom settings. It also discusses variant accommodations that could be made in general education classes and supererogatory education classes. The paper discusses the need for gamey tame students to be self-advocating or self-determining and learning to make decisions on his or her own. didactics FOR EXCEPTIONALITIES 1 SPE-226 Educating the Exceptional Learner Benchmark Assignment Teaching for Exceptionalities. Students with exceptionalities argon a breed all their own. Each student has respective(prenominal) strengths, weaknesses, and individualized education programs/plans (IEPs) tailored to those needfully. There argon m whatsoever resources, accommodations, and settings for these students to help ensure their academic success. One particular student, herein called minor(po stnominal), is a mixed pop out of interesting. Juniors cognitive abilities atomic number 18 on par with his classmates. However, he needs help with reading, writing, and another(prenominal) social and behavioral skills. He likes to engage in discussion, enjoys music, and is diligent in his work.Observing him, his teachers, and other various particular education classrooms has given valuable information to increase my teaching strategies. Inclusive Math manakin Juniors first period class is Algebra 1-2. It is an inclusive class and is co-taught by Meinen and Geigas. Meinen, the special education teacher, is there to help students and provide assistance services to Geigass teaching. However, all of Geigass classes have just about form of inclusion. Consequently, Geigass teaching strategies differ from regular education teaching strategies in order to collection both to the inclusive students and regular students.For instance, Geigas holds different colored pens for different t he different steps of a worry when he is teaching and doing problems with the class. He is also willing to create copies of the class worksheet for any student who needs it, not just special education students. The accommodations for Juniors quiz were highlighting the educations for him and writing the different formulas, like point-slope form and the equation for finding the slope of a line, on his paper for easier access. Highlighting the directions for Juniors quiz was successful.He knew what was expected of him, and what he required to accomplish with the quiz. He did not TEACHING FOR EXCEPTIONALITIES 1 need to have the directions read to him or pardoned to him. In addition, writing the formulas on his paper helped prolong him on track. He only needed help with one graphing move, which could be a difficult question for any student.Because Junior only missed two questions due to minor mistakes, I believe the accommodations were truly successful and do not need to be change d. Furthermore, I would review the minor mistakes with Junior, have him explain wherehe went wrong, and give him half-credit since he had the major concepts correct.Many other technologies or other instructional supports embody that could enhance the learning for Junior and his classmates. In the math classroom, there are white boards and a scroll scanner. The document scanner is what Geigas and Meinen use to do the problems together with the students. Two major benefits to having the document scanner are having a hard copy of what work was done in class and being able to go back if necessary.If the class were only using the white board, each problem would have to be erased in order to move on to thenext problem. If a student needed to go back, this would create a lot of wasted epoch redoing work that was previously done. Another good technology tool that students could use is caravan inn Academy, a website with videos and exercises to help anyone learn skills and concepts at the ir own pace (Khan Academy, 2013). It also tracks all info inputted and shows the users statistics over time. This information is private to the user, but it can be shared with teachers and coaches, so teachers can use the Khan Academy classroom in their own physical classrooms (Khan Academy, 2013).While Khan Academy is a good resource, the classroom only has one teacher computer available, so any type of technology is extremely limited. Self-Advocacy and Self-Determination Junior is just one student of many. There are many other special education students in the inclusive classrooms that could need more help. Because these are high school students, they TEACHING FOR EXCEPTIONALITIES 1 need to be taught the idea of self-advocacy or self-determination.This is the idea that the students ability to consider options and make appropriate decisions and to exercise free will,independence, and individual responsibility (Hardman, Drew, Egan, 2009, p. 92). Therefore, many of the special educ ation students in the inclusive classes must(prenominal) ask for the bigger accommodations. For instance, if a student needs to go to a separate room with less people and/or have the directions read and explain to them aloud, they must ask permission to do so (A. Geigas, personal communication, November 4, 2013).Since self-determination skills are most in effect(p)ly lettered and developed by practicing them, students with disabilities should be givenample opportunity to use their self-advocacy, decision-making and socialization skills well in the first place they leave high school to prepare themselves for working and living in their community (PACER Center, 2013).Allowing this type of desolation is actually beneficial for the students. It allows the students to become more independent while in the safe, closed environment of the classroom. Additionally, effective self-determination teaching can increase positive transitional outcomes in moving from high school to adult life ( Hardman, Drew, Egan, 2009, p. 92). For these reasons, many accommodations are not expressly given to students.Self-Contained Special Education Class When it comes to special education classes, there can be more focus on the individual student and his or her needs. In Juniors special education behavior class period, the class focuses on what is expected of him and his classmates in social situations. They were planning a field trip to a philharmonic during the week, so the teacher discussed examples of the types of behaviors that would be expected of them and what behaviors would be unexpected in the given situation. As for Junior, he likes to be engaged in class, which leads to him shouting answers.In some classes, it is acceptable, and others it is not. He had to be reminded that he needed to raise TEACHING FOR EXCEPTIONALITIES 1 his hand, and be acknowledged in order to speak during his turn. Michelle Garcia Winner gives a good accommodation or lesson that can deal with this kin d of behavior I encourage teachers to control their eyes focused on who they were talking to, hold up the palm of their hand in the direction of the blurter and say to them I was looking at this student (say the students name), I was talking to this student, I am not talking to you right now. By doing this, the teacher provides cognitive information about the process of communication that helps the student learn how to avoid blurting. (2012) On the other hand, Junior did well in discretion why certain(prenominal) behaviors would be unexpected, offensive, or rude while at the symphony. Given this observation, one can tell that Junior only has mild or moderate problems with social behaviors. As a result, this self-contained class was adapt more towards his classmates in the room. This is a prime example of how the accommodations of special education teachers differ so greatly between rooms, classes, andstudents.Conclusion Observing and talking with Juniors teachers, special and re gular education, has given me a plethora of information that has increased my teaching tools and strategies. Observing a range of classrooms and situations has given me a deeper understanding of the kind of scenarios that may be presented in my future. Overall, Junior is a very bright, engaging student. Spending time with him and observing a multitude of different classrooms has given me valuable insights into the world of teaching students with exceptionalities.TEACHING FOR EXCEPTIONALITIES 1References Garcia Winner, Michelle. (2012). Social Thinking at School. Retrieved 13 Nov 2013 from https//www. socialthinking. com/what-is-social-thinking/-social-thinking-at-school Hardman, M. L. , Drew, C. J. , Egan, M. W. (2009). Human Exceptionality School, Community, and Family (10th ed. ). Belmont, CA Cengage Learning. Khan Academy. (2013). A free best education for anyone anywhere. Retrieved 14 Nov 2013 from https//www. khanacademy. org/about PACER Center. (2013). SELF DETERMINATION. Re trieved 13 Nov 2013 from http//www. pacer. org/tatra/resources/self.