You are a first year special education teacher and have been assigned a teaching position for ninth grade special education students taking both English and Math.
Students meet with you for 50 minutes each day to get help with homework, to finish classwork, and to get extra support in each subject area.
You will need to structure the class so that student needs in both subject areas will have time to be addressed. Use the provided information about your students, found in the attached “Class Profile.â€
With the information provided, compose a two-part 750-1,000-word essay addressing the following:
Part 1:
Questions about your teaching assignment before it begins, including any requests for additional information;
Questions of fellow teachers and administration; and
Information needed before the end of the first week of school.
Provide a rationale for each item citing both the text and “Class Profile†as appropriate.
Part 2:
Provide a minimum of three possible ways to structure the classroom setting.
Provide a minimum of two possible ways to structure a class period.
Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English and Math classes.
Use the text and a minimum of two scholarly resources to support your essay.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required
TO BE RE-WRITTEN FROM THE SCRATCH
Special education teaching preparation
This paper discusses preparation for teaching of a ninth grade special education lass that involves remedial sessions for math and reading. The preparation encompasses establishing appropriate questions that the teacher needs to ask the school administrators, fellow teachers and the parents of the students. It also covers classroom and period setup as well as appropriate strategies.
Questions
Prior to starting teaching the special education class, it is important to answer the following questions:
- What curriculum is followed?
This will help ensure that the teacher knows the level of the grade, and the requirements of the various students; whether they are below the grade, at grade level or above grade level.
- What choices do the students have regarding the curriculum?
It is important to establish whether the students can be able to choose the level of a subject to pursue. For example, for math, can they be able to choose advanced, remedial or average math depending on their capabilities?
- Who are responsible for developing the Individualized Education Programs (IEPs)?
IEPs are used to set goals for individual students and measure progress towards achievement of these goals. The parents/guardians and the teachers are usually involved in setting the goals. It is important to determine the teachers and other staff members involved in setting up the IEPs and monitoring progress. The teacher should also determine who are responsible for updating the IEPs and how often are the updates.
- What support does the teacher get during class time?
Some schools offer teacher assistants to assist the special education teacher. The teacher should establish what human and other resources are available from the school to support teaching and learning. The teacher should also establish the role of the support staff and their supervision.
- How is student progress communicated to parents and other teachers?
To ensure effective learning, it is imperative for the teachers and parents to monitor the academic and behavioral progress of the students, with appropriate interventions being employed. The teacher should establish a way of engaging other teachers as well as the parents, including parents who have low involvement. This could be through group and one-on-one meetings with the parents and colleagues at the start to establish the student academic and behavioral goals and plans as well as the modus operandi between the teacher and the parents. The sessions also establishes the special support needed for each student, especially important for students with special physical needs e.g. those with ASD, diabetes, traumatic brain injury, etc.
- Where can the teacher get support and are there any extra training?
Teaching special education students for the first time can be daunting. The teacher will most likely need consulting with other professionals from time to time. Therefore, the teacher should have support from experienced teachers, administrators and or superintendents who can then guide or mentor them. The school may also have additional training to ensure that the teaching conforms to established school norms. Further, the teacher may need to determine suitable, affiliated professional associations.
- Who are the other people who have worked or are working with the student? What exactly works for the student?
There are teachers, counselors and superintendents who are involved with the students. The teacher should determine who the people are and collaborate with them for holistic and rapid development of the students. It involves determining whether accommodation or modification is more effective for a student.
- What are the school’s basic rules and regulations?
These should be established at the start and communicated to the students. They set out the expectations of the school and the teacher regarding behavior such as punctuality, communication, discipline, etc.
Classroom, period and instructional strategies
The students can be in groups that would best address their academic needs. For example each group could constitute students of different abilities so that those with greater ability can help those with lesser ability, with those taking the lead acquiring even more advanced skills. Each group can then be allocated appropriate resources, such as books or geometrical sets, to support their needs. For the reading groups, instructional strategy would be for the students to discuss and analyze a text and write their analysis. The w…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. ninth grade special education students ………………………………………………………….
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