What is the first thing that comes to mind when you hear the words “special education?“ For me that image has changed through the years, especially now that I teach inside the classroom.
The things that special education covers has changed throughout the years but the stigma or label that these two words bring has not. Click here for a list of services covered by special education. Special education focuses on children that have difficulty learning, it is a big range of services that are tailored for each student that qualifies for them. This program’s goal is to help students that have trouble learning, creating the least restrictive environment and meeting them where they are so they can meet their goals. This has nothing to do with their IQ, intelligence, or success potential; it has everything to do with what the child needs right now. Studies show that 13% of students in the public education system qualify for special education services (source). Out of 100 children, 13 of those children would have a learning disability. So why are these children not receiving services? This is a difficult question. Some of it has to do with the difficulty of figuring out what the student needs, maybe parents hesitate because of that “special education“ label, or maybe limited resources. There is a number of reasons why this could be happening, but I want to focus on our perception of the students that need help. Teachers: When we receive a student with a special education label what is your first thought? Do you think it is the special education teacher’s responsibility to teach your student? It depends on each case, but that label is not an excuse to not have high expectations of that student. They may have a learning disability but that does not mean that they cannot be successful and make academic progress in the classroom. For example, let’s say your student has dyslexia – a reading disability that requires assistance with specific skills outside the classroom – but the expectation is still for that child to read even though they learn to read differently. A learning disability is not an excuse for lack of learning. Every single student with a disability will have challenges, but their challenges do not define them. Your responsibility is to teach and help them grow the best you can when they are in your classroom. Parents If your child qualifies for special education services this does not mean that your child is not smart, it just means their brain processes things differently and it is is our job as adults, teachers and professionals to do our best for your child. Unfortunately, a lot of the time we can’t provide these services without a diagnosis. Special education service are only provided to eligible students. Sometimes a general education teacher cannot provide the necessary tools inside the classroom. Sometimes a teacher needs help and this is what this program provides: special education teachers. If we change our perception on how we view special education, and see it for what it really is: a resource, a source to help children learn better from specialists, our reaction to hearing these two words would change. I think we would stop viewing this program as a burden or as a label that is going to limit their success. We need to start viewing it as an opportunity to help a struggling child succeed. I challenge you to change your view on Special Education!
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Student voice has been one of my most interesting challenges. I was not completely sure how to approach it when I was first introduced to it, yet it has become one of the best things I have incorporated in my classroom. A big challenge to overcome has been balancing the requirements of the state of Texas with student voice. My fear was that I would not get to cover all of the things that the students need to know if they were given too much say in their learning. I’m happy to say that I was very wrong!
I still taught my lessons, but left the independent work up to them. I would be lying if I said that it was easy for me the whole time, but it got easier over time and yielded amazing results. At the end of the week, I had the students record themselves and share what they liked and disliked about this process, and something I could do to help with their learning. The things that they said have been so influential in how I plan and give my instruction. I am still tweaking the process, but I can not wait to continue growing alongside my students as we work to create a better learning environment! Incorporar voz estudiantil ha sido uno de mis retos más interesantes. No estaba completamente segura de cómo abordarlo cuando me lo presentaron por primera vez, pero se ha convertido en una de las mejores cosas que he incorporado en mi clase. Un gran desafío, ha sido equilibrar los requisitos del estado de Texas con la voz de los estudiantes. Mi temor era no poder cubrir todas las cosas que los estudiantes necesitan saber si se les diera muchas opciones en su aprendizaje. ¡Me alegra decir que me equivoqué!
Enseñé mis lecciones, pero les dejé escoger en lo que querían trabajar en su tiempo independiente. Mentiría si dijera que fue fácil para mí, pero con el tiempo se hizo más fácil y produjo resultados sorprendentes. Al final de la semana, le pedí a los estudiantes se grabaran a sí mismos y compartieran lo que les gustó y lo que no les gustó de este proceso, y algo que podría hacer para ayudarles con su aprendizaje. Las cosas que dijeron han sido tan influyentes en cómo planeó y doy mis instrucciones. Todavía estoy mejorando el proceso, ¡pero no puedo esperar a seguir creciendo junto con mis estudiantes mientras trabajamos para crear un mejor ambiente de aprendizaje!
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Marina LuepnitzLife long learner, educator, investigator, daughter and sister. Archives
January 2019
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