Dear Class:
Please copy/paste [YOU MAY HAVE TO POST SEVERAL TIMES TO GET THIS DONE, BUT IT'S OK TO DO THAT] your Special Educator Interview for this posting. Feel free to offer comments to your peers if you so wish. I look forward to reading about your experiences with interviewing an educator who is out in the trenches 'doing this stuff ' everyday, regardless of what we have to say about it.
We can talk/read/post/write about how to teach all day long, but there is nothing to suffice for being the one in the trenches: always remember and respect that: respect that of any teacher and that respect will come back to you when you're the one in the classroom.
I have enjoyed reading your postings on fleshing through the ins and outs of special education. Hopefully, you will walk away with the knowledge that we are all human beings with feelings, emotions and mental faculties; that students are human beings that will be entrusted to your classrooms, and when the Almighty Door is shut to your classroom, what will you really do? Will you afford all students that chance at humanity regardless of what you think, what you believe and what you've been told? I hope and pray so. Good luck to you.
Sincerely,
Dr. Herring
72 comments:
Special Educator Interview
Teacher: Khourtney Lowder / Highland, IL CUSD #5
1)What does diversity mean to you?
Diversity, to me, is something a little different than it is to most teachers. Most teachers would say it has to do with different cultures and nationalities, but to me it is all about students' disabilities and teaching to each one of their abilities. They are all different, even if they all have the same disability, so diversifying instruction, behavioral intervention, and work loads based on the individual student is key.
2) What have been the top three most beneficial lessons you’ve learned through teaching special education?
In no particular order: 1. I have learned that you HAVE to be organized. There is so much paperwork involved with Special Education, that a teacher cannot be successful unless he/she has the legal side of teaching in order. The laws are there to protect the children and their parents, and to ensure that the kids get the best possible education - not to hurt teachers. Some teachers that can't complete the paperwork correctly end up hurting the child though.
2. Kids will surprise you all the time. You may think that a certain student will definitely not be able to complete a task or remember an answer, but lo and behold, they do! That is such an exciting moment when a student does that and it reminds you that you should NEVER underestimate a student. 3. Continually be thankful for everything that you have. Many regular education students don't like coming to school or don't like their living situation, or whatever. The students in my class deal with so much extra baggage each day, and still enjoy learning and WANT to learn more. They humble me.
3) What are some of the techniques you apply to help reach the students who are harder to reach?
I constantly review everything that we have been talking about for the last few days/weeks/years even. They need that review to make it stick in their heads. I also use a lot of manipulatives, especially in math, so that the kids aren't just learning a concept. They can see it and tapping into that part of their brain can help them learn it. I have a reward system in my class for finishing homework, filling out their assignment book each day, and for doing extra helpful things throughout the week. I draw one winner's name from the box each Friday and the winner gets a small prize. Just doing the positive things doesn't ensure that you will get a prize, but the more "coupons" you have put in the box, the better your chance is. I have assistants in my room, which is wonderful! I use them to try to work with students that may not be responding to me very well. Just because a kid doesn't seem to be responding well to you isn't something to take personally. They may just need a change or a different approach.
4)In your opinion, what are the main reasons special education students are misunderstood or can be treated as outcasts?
I think the biggest reason they are mistreated or misunderstood is because other students are just ignorant of what a disability really does to a student, so they are afraid of the unknown. It's easier for them to just "steer clear" rather than to educate themselves about the disability. They also may have the preconceived notion that special education students are uncared for, as far as hygiene, so they don't want to be around a "dirty" kid. They also may have a reputation to maintain, based on intelligence. If a person is a good student, they may not want to hang out with special education students because they don't want other to think they are not smart.
5)What lessons have you learned from your students that you may not have working with “general education” students?
I learn lesson all the time! I learn to never underestimate anyone, no matter what! Students will always surprise you. Also, I have learned many behavioral intervention strategies that I wouldn't have had to use in a regular room. I think it will make me a much better parent. I have also learned to appreciate the small things in life. It doesn't take much to excite a student with a mental disability, and that reminds me of their innocence and how adults should appreciate the small things in life more.
6)Do you ever have moments where you just get so stressed out from a situation that you just want to leave? What do you do in those kinds of circumstances?
Yes! I talk to other teachers in my building or my special education coordinator to vent and to also gather strategies that have helped them in similar situations. It helps to have a strong support system. Not all schools have this, but I am fortunate to have a great support system.
7) In what ways does a special education classroom differ from a general education classroom?
So many ways! I don't have a set curriculum in my room because I have students with more severe disabilities and I have to cater to each of their individual needs on their level. This takes a lot of planning and activities that will benefit that kid. I teach some classes as a whole, but for others, they are all split into groups and taught something on their own level. My math class is very split up because the kids are all very different in their abilities. My assistants help a lot with that. A lot of regular ed rooms teach from a textbook and that's it. I pull a lot of other materials into my lessons because my students don't learn well from just listening to me talk. They need other stimulations besides just listening.
8) Can you give specific examples of students that have touched you in one way or another?
One of my students I have had for 4 years. She is 17 now and she has come so far. She has a mental disability and she is very shy and quiet. She doesn't speak a lot, although she knows how to and she understands everything you say. She used to not even respond to a question you asked her unless you kept on her for about 3-4 minutes, just because of her timidity. She will now respond within about 10 seconds or sooner. She is one of the hardest workers I have ever known. She will work for hours, literally, until you tell her to stop. She has a sweetest demeanor and will always greet you with a smile. She doesn't have a lot going on at home and her family is pretty messed up. You would never know it by how she acts at school though. She inspires me to keep on keeping on. There is another one that just moved in a year and a half ago. She is a foster child and was taken away from her real parents because of abuse. She was in a nasty mood when she arrived and she hated living here, she said. She didn't want to do any work or smile at all. (She also has a mental disability, but is in the moderate range.) After she had been here about 4 months, she started to enjoy herself and really become part of the class. She started smiling more and doing her work without anyone asking her. She was even asking if she could stay in at lunch and finish her homework so she didn't have to take it home! She is one of my model students now and I'm so excited that she's doing so well, considering her horrible past that she has had to deal with.
9) Looking back at your schooling, are there any lessons or classes that you feel really prepared you extremely well for what you would experience in the classroom?
The classes about special ed. law are extremely important! You have so many laws that you have to be in compliance with. You can't really be successful unless you know the laws. They change all the time though, so you have to stay current as well. Honestly, none of them really prepare you to be ready to teach. The colleges do a good job of informing you of things that you may encounter, but passing classes is completely different from doing the real thing. All students, schools, and classes are very different. My high school where I teach is so different from another. My best teacher has been experience itself!
10) What first sparked your interest in special education?
I was in college my freshman year, majoring in elementary education, when I was looking for a part-time job. All of the on-campus jobs just paid minimum wage, which was only like $5.35/hour at the time. I saw an email that was sent to all of the students about a job at a group home that paid $6.25/hour. I thought that with a little knowledge of special education from my aunt, who works with adults with developmental disabilities, that I could do this. I was so nervous for my first day of work that I called in sick! I couldn't believe that I was that nervous, but I was! It was just the fear of the unknown getting to me. Once I started working there, I LOVED it! Within a month, I decided to change my major to special education and I have never regretted that since!
11) Are there any other words of wisdom or general comments you would like to add that I did not ask about?
I really love my job! I feel like I have the best students ever. They really make my job fun and exciting! My administration at my school is phenomenal! They are so supportive of special education and of my special Life Skills program. (It's for the kids with the more severe disabilities, like Down Syndrome, Autism, Developmental Delays, Mental Impairment) Without a strong support system, a special education teacher cannot be successful. There are way too many stressful things about this job to feel like you are in it alone. I have worked at schools like that and it was complete torture the entire school year. I am so happy that I have a school home now and that it is with some great people.
If you are majoring in elementary ed, I would highly suggest getting a special education endorsement as well. Teaching jobs are so hard to come by now, with the economic state of Illinois. Special Education teachers have a much better chance of getting a job though, than regular ed teachers. It is only a few more classes, and I think it will be well worth it down the road. I feel like one of the main reasons I still have a job and many others don't is because of the unique area of special education in which I work. I work with the kids that not many other people want to work with. It makes me more valuable to the district. It also helps that those are the kids that I want to teach anyway! Win/win situation.
Laura Tortorice
Special Educator Interview
TEP 224
November 22, 2010
On October 22 of this year I had the wonderful opportunity to sit down and talk with my daughter’s sixth grade teacher at Garfield Montessori Magnet School, Mrs. Chadyeane Olson. She has a BS degree in Hearing Impaired Education from MacMurray College in Jacksonville, IL and a MA from the University of IL here at Springfield, in Human Development Counseling. Chadyeane is certified as an Elementary teacher (grades K-9), certified to teach language arts and social studies (grades 6-9), and also certified as an Elementary I and II Montessori Directress (ages 6-12). Chadyeane worked for Macon-Piatt Special Education District for 15 years as a Hearing Impaired Itinerant Instructor. She was responsible for coordinating accommodations and the use of supplemental aids in the general education classroom, in-servicing staff and students as to the needs and abilities of hearing impaired students, as well as, coordinating annual reviews and re-evaluations with school staff, parents and special education administrators. For the last 13 years Chadyeane has worked for Decatur Public Schools, District 61 as a Montessori teacher. Chadyeane provided me with helpful insights on teaching students with special needs that can only come with experience. Here is what she had to say…
How does a teacher become a special educator? “When I attended college to earn my special education degree I not only had to take general education courses I also had to take classes which specialized in teaching hearing impaired students. This included, audiology, language for the hearing impaired student, curriculum studies for the hearing impaired child, as well as the history of deaf education. I also had to complete an internship at the Illinois School for the Deaf as well as student teaching in 2 Hearing Impaired classrooms of different levels”.
How is your classroom conducted differently than other teachers in the building? “With the vast changes in Special Education most if not all teachers are dealing with special needs students in their classrooms. Currently I have several students at different places on the Autism Spectrum and one student who is multiply impaired. With this in mind I would consider flexibility to be a huge difference in my classroom. All of our staff tries to be flexible but in my room it is sometimes minute by minute. When the students are having a good day you get as much done as possible because you never know when the focus or lack thereof may kick in and you have to “punt” to a new activity. Some mornings you know that this will be a day when the best we can hope for is treading water. Other days the amount of work and practice that gets done is amazing. You have to be ready for either and support the students no matter what they are able to accomplish during the day. I feel that I look for the tiniest positives and celebrate them. I can’t stick to the lesson plan so tight that I will not bend to meet a sudden need that a student has at the moment. If we have to stop and deal with an issue that comes up, that’s alright”.
What are the most frequently used teaching/learning strategies you employ in the classroom? “I would have to say that the strategies I use the most are differentiated instruction and cooperative learning. These two allow for the individuality of children and for independent learning. These are two important concepts in the Montessori Philosophy”.
What is your philosophy about teaching? “My philosophy of teaching and learning is to accept each child for who they are and what abilities they have. No two children are alike and we cannot assume that all children learn in the same manner or at the same rate. My personal philosophy parallels that of Dr. Maria Montessori. Children need to feel part of a community and part of a larger culture. Each child has individual needs whether they are considered “special needs” or not. It is an educator’s job to except each child as the individual they are and move them forward to their full potential”.
What are your own learning styles? “I learn best by doing. I am a visual learner and believe someone who would have done very well in a Montessori classroom as a child. I also learn well in cooperative groups”.
What teaching methods do you use most in your classroom? “I adhere as much as possible to the Montessori methods which are visual, kinesthetic, auditory, one-on-one, cooperative groups and as a community” (whole class).
How do you identify students for the special education program in your school? (District) “Over the last few years we have turned to data and test scores in order to identify possible special education students. Since we have the students for three years (e. g. student stays with same teacher) we have a good picture of their ability. We have to submit data to the district so we use test scores and other data such as RTI to identify students. We have an intervention team at Garfield. The team includes regular education and special education staff, as well as the psychologist, social worker, speech therapist and cross categorical teacher. Teachers can bring a student to the team with all of their data. If the team agrees that the student would be a good referral then a referral is filled out and the process begins”.
What is the selection process for special education students in your school? (District)
“After a student has been taken to our Intervention Team then we decide if the student is a good referral. Once we turn the student over for the special education referral then the special education administrators take over. They assign the student to be tested by the psychologist and possibly the social worker. They look at all the data and test results. If the results meet the special education criteria a review of all the results is held with parents, teachers and anyone who tested the child. At that meeting the team will decide what services, if any, are needed and how the student’s special needs can best be met”.
How critical is your role in the identification/selection process? “The classroom teacher not only collects the data but we are also responsible for making accommodations and for documenting the Intervention minutes. I feel that the teacher cold be the most important person in the process”.
How does your school (district) handle the selection of the “hidden” gifted such as students of color, students of disabilities? “The testing the district does now is the “nagliari” test which is administered in the 1st grade. By the time the students get into the upper grades it does not always appear applicable. At this time the programs for gifted students are pretty much non-existent except for what the classroom teacher can provide. That is the beauty of Montessori. Each child is given work at their level and work can easily be extended to meet the needs of each child no matter what their ability”.
What is the most difficult aspect for you (teaching) in a classroom with a special needs student? “The most difficult aspect of teaching in a room with special needs students is making sure that they have the information they need on their level. Also, it is important that they are assessed on their level as well. At times this is hard when you have no one in the classroom to help with accommodations. It is just as important for them to get the information as it is for the rest of the class”.
Does the Montessori Method have advantages? “The Montessori Method has numerous advantages. It is individualized and therefore students can get the information in the way they learn best. If they are gifted they can move ahead even to the next grade level. If they need more time to learn a concept they can work on it until they have it not just until the class moves on together. Also, their work activities can be directed to them and not to the class as a whole. It is an awesome way to teach”!!
Any advice for me? “I think my best advice for anyone thinking about teaching is to be FLEXIBLE! Also, you have to understand that you are making a difference even when you do not feel that you are. When you least expect it something happens and you know you are reaching a student whom you thought it was impossible to reach. Trust your instincts and what you know is the right thing”!!!
After talking with Chadyeane I was able to reflect on the class and the different subjects we discussed throughout the semester. I feel more at ease in respect to the challenges that I may encounter teaching special needs students. She offered a helping hand in the future should I ever need it and I am thankful that I will be working alongside such a wonderful teacher.
Interview
Interviewer : Kacey Bohanan
Interviewee: Laci McKelvie
Interview Setting : Phone Interview – November 18, 2010
Affiliation with Interviewee : Recently met through her teaching assistant.
Background: Churchill Junior High (Galesburg, IL) – 2 years.
Start of Interview
1. Did you always know you wanted to be a teacher? And if so did you always want to teach special education and why? I did not know until sophomore year of college. I was in school for Fashion merchandising until then but had always loved kids. Dad mentioned it and I changed my major the next semester. After deciding to be a teacher I knew immediately I wanted to teach special education because I had always volunteered and been a part of the special Olympics and had worked with disabled children in the past.
2. How does a teacher become a special educator? I did 2 years of prerequisites and then 2 more years of just special education courses. I also had to do clinical observations at two different schools.
3. How is your classroom conducted differently from other teachers in the building? I am a lot more lenient than other teachers in my building. I don’t stress over students talking unless it’s at an extreme. Most of my kids have ADHD and that causes them to be more vocal and need more attention. I have to address anger management problems daily and have programs within my class to handle situations. I also work at a lot slower pace than other teachers in regular classes.
4. What are the most frequently used teaching/learning strategies you employ in the classroom? The huge new trend at my school is differential instruction. It gets pushed down our throats by the state. I like the program but when you break it down it seems like it would be a special education program anyways. I have a lot of group activities in my class unless I have found that and individual excels better on their own. I usually put students of different learning level within groups so they can help each other and learn from each other. Technology is huge in my class and helps me teach in different way such as auditory or visually. It also helps to have technology that gets students motivated and out of their seats. When you get your students motivated and out of their seats they truly feel like part of the lesson. I also have a lot of incentives for my students to get their homework done.
5. What is your philosophy about teaching and learning? Making sure every student is learning in a way they learn best. General education teachers focus more on the students that already understand the material while leaving the slower learner behind. I believe it is crucial to allow all students to master their own personal potential.
6. What are your own learning styles? I have always preferred group learning activities. I feel that most students are more motivated and learn better.
7. What teaching methods do you use the most in your classroom? I use a lot of group activities and activities that get the students out of their seats. I also choose to not give homework whenever possible. My school has had a huge influx of Chicago students whose projects were closed down. We have a huge student body of lower economic status and they don’t have parents that care. I try to not give homework because for a lot of my students they do not have people at home who put in the time to help them. I also use differential instruction a lot and it makes students able to feel they excel no matter what learning style they have.
Interview continued.
8. How do you identify students for the special education program in your school (district)? If a teacher notices a student who is struggling we first have them fill out a problem solving sheet. After that we have a sit down with the general education teacher, myself and students parents. We then go over the areas in which the child is having issues in. Next we inform the social worker and psychologist. Those two take it from there and do their own personal evaluations and the data taken will decide whether a child is to be put in my class.
9. What is the selection process for special education in your school (district)? The data that is taken by the social worker and psychologist is how selections are made.
10. How critical is your role in this identification/selection process? My part in the selection part is pretty much nonexistent. My responsibility comes once the child has been selected to be in my class. I am part of a group. There are a few of us in groups and someone within my group may deal with students that I never see but will be consulted on if the other person needs an opinion on a matter. I will often be asked to compare some of my students with students in general education classes. Once a child is put in my class it’s my responsibility for the initial IEP and to contact parents to keep them informed about their child.
11. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities? We don’t have selection differences when it comes to color; all students are the same in this aspect. If a student is intellectually gifted their teacher can recommend them for our accelerated program. Parents have to approve to have their children place in advanced courses. Our district and state has been coming down on all teachers because the current standardized testing was so bad. This is because we had a huge population of Chicago students that started attending in the last year and we had huge amounts of students that were sixth graders reading at a first grade level.
12. What has been your most inspiring moment in teaching? It’s hard to pinpoint one moment because every day is rewarding and every day I feel like I have helped a student in need. There was a project we did last year after we read a novel together. We had each student’s write a letter to someone they looked up to and one student wrote the president and ended up getting a response. Now do I think the actual president responded, not at all, but the students all thought he did and whole class lit up. It was amazing to see how they all got excited together.
13. What do you think will be the most challenging aspect of teaching for you? By far it’s the same challenge I have dealt with since day one and that is separating my teaching from the outside home life of my students. I just try to live by the motto of you can’t save them all, but that never makes you feel better as a teacher. You will know parents are failing their children on a daily basis and your hands are tied for the most part. Believe me I want to smack a few parents around when I meet them but you can’t do that.
14. At the end of the school year, how will you determine whether or not you were successful? I think you can tell everyday if you’re being successful because every day you can notice a student’s getting a concept easier than they did before. By the end of the year it is also easy to see how much progress your students have made. You can see an increase in grades in their regular classes or see improvement when asked to speak or read aloud. Even though we as teachers know these students are improving by leaps and bounds, the state mandates that we get hardly ever agree with us. The mandates are getting worse and worse and they make teaching harder and harder with almost unattainable expectations sometimes.
Continued.
15. What are your professional goals? Where do you want to be in five years? That is a difficult question because I love where I am and what I do. If I could do anything I would love to have a school open up that dealt with autism only. Being in a smaller community there are not enough students that are affected by this but I would love to work specifically with autistic children at some point in my career. Would you want to stick with the same age group? Absolutely, I used to think I wanted to help smaller children but after dealing with middle school I fell in love with that specific age group.
16. What is your greatest strength as an educator? I think my biggest strength is my love for kids and my patience. Dealing with students with disabilities you have to have a lot of patience. I have noticed more often than not that general education teachers lack patience when my students are included within their classroom. What is greatest weakness as an educator? That’s the funny thing, I used to be the most organized person you could meet and the moment I started teaching I became very unorganized which is not a good thing. I also coach and am in grad school right now which makes me even more unorganized. What is your graduate degree in? It will be in special education with an emphasis on developmental disabilities.
17. What are your views on inclusion and remediation? Inclusion is hard. I absolutely think students should be with their peers as much as possible but it needs to be the right time for each student. I see it happen all the time when a student is put into regular classes before they are ready and it is brutal on their self esteem and progress. When they are put into regular class rooms too soon the teachers don’t spend any more time with them and once again they fall through the cracks and out of regular class rooms. The students then lose all motivation and move backwards in learning instead of forwards. The reason these students are pushed too soon is simply because the state pushes the district to do so.
18. What are some of the timelines related to IEPs? Students have an IEP written every year to the exact date. This is usually called an annual review. Parents can call and schedule a meeting if they have any concerns but that does not happen very often. We then do reevaluations every three years with a social worker and psychologist. This is done to show progress and take away certain services or if they are having difficulty somewhere else we add additional services.
19. How have you supported students on IEPs in the regular classroom? We have started a new process in which I co-teach a science class which actually has nine of my special education students in it. This way I am there to teach them in a way I know they learn best but they are also with their peers. It is great to work with a regular teacher but it is necessary that these teams work well together or this process would fail. I also meet with a team of regular teachers daily to discuss any problems they are having and compare student’s performances in all classes.
20. Describe both a successful and challenging collaboration experience with a regular education teacher. I am lucky enough that my teams are very successful and have not encounters any problems as of yet. We all get along really well and have open relationships and communications. None of us are scared to give our honest opinions when things are going wrong and we all take into account everyone’s concerns. The only problem I can really see is that the regular education teachers do not give the inclusion students the time they need to learn information properly.
21. How do you take care of yourself as a teacher of special learners? I can’t say it enough that patience is the key. I also have to always keep school at school and my home life at home. Even if I have to stay later or come earlier I try to avoid taking anything from school home.
continued.
22. Were there times when you felt that you wanted to stop teaching SPED already? No.
23. What are the instances when you can say that you are satisfied in teaching special learners? I am satisfied every day I walk into my school. I never have a day in which I don’t feel satisfied with what I do and that is a great thing.
24. What are the qualities of a SPED teacher that you think you still need to improved on? Why do you think there is a need for that? Organization is something I lack on every day. I also think I have a lack of paperwork. It is great to have a lot of paperwork on your students and I feel that I do not have enough. There is such a need to monitor students not just for the teachers but for parents to see how their child is progressing and have paper work to show their progress or in other cases their failures in certain content area.
Summary - After conducting this interview it really made me realize it takes a certain type of person to handle a special education class. I was also surprised on how many terms she used that we have learned this semester. You always learn these new terms but never expect them to be used, but they are used daily in a teacher’s life. Laci also made me really excited to finish school and start making a difference in student’s lives.
On November 6, 2010, I interviewed a special educator. Deb Endres has taught special needs children for over thirty years. Throughout these years, she has worked in the Vandalia School District in Vandalia, Illinois and Triad School District in Troy, Illinois. Asking the following questions and receiving responses from her, I now have a new insight into the rewards and challenges of teaching special education.
1. How does a teacher become a special educator?
The path a student would take become a special education teacher would parallel with anyone entering the education field. As with those going into various subject areas, the person would be required to take general education courses such as philosophy, behavior management, curriculum areas, and psychology. Once the decision is made to specialize in special education, the student selects the area/s for certification; for example, learning disabled, visually/hearing impaired, or behavior disorders.
2. How is your classroom conducted differently from other teachers in the building?
My class consists of 2nd and 3rd grade students who are in my classroom for instruction of a specific subject matter that parallels with what their teacher is teaching in her classroom. The regular education teacher generally is instructing all of the students in the classroom on one subject. The special education teacher may have more than one grade level students in the room attempting to instruct the groups on differing subjects.
3. What are the most frequently used teacher/learning strategies you employ in the classroom?
Students with learning difficulties require multi-sensory instruction to assist them in acquiring & processing information that will be maintained and incorporated. Instruction is given utilizing various different modalities, referenced often with repetition to become ingrained.
4. What is your philosophy about teaching and learning?
My personnel philosophy concerning teaching mirrors the idea that “it takes a village to raise a child”. The education of the child is more than just the instruction of subject matter. It includes understanding the strengths and weaknesses of the child and the importance of communication with parents and others involved in the school day of the child. Teaching requires attention to the physical, mental, and emotional needs of each student under the teacher’s care.
5. What are your own learning styles?
Having completed various tests, questionnaires, and observations, I believe I learn best thorough visual learning and instruction.
6. What teaching methods do you use the most in your classroom?
Instruction is given using many visual and verbal instructions. These are incorporated for instruction that is given in large group instruction, small group, one- on- one or peer review. All of these methods are used frequently throughout the day with all age groups and varied subject matter.
7. How do you identify students for the special education program in your school (district)?
One of the first areas of identification is evaluating the students per grade level based on the ISAT scores from the spring of the previous year. Students who scored in a deficit range/ below grade level or indication by the classroom teacher to be performing below grade level is referred to the principal for discussion. A meeting is held monthly to develop interventions, review results and discuss progress made by the student. Parents are notified of the principal/teachers’ concerns for the lack of skills/progress the student has made and additional assistance that can be offered for the child during the school day.
8. What is the selection process for special education in your school (district)?
A team consisting of principal, classroom teacher, social worker, school psychologist, and reading specialist review the information gathered from intervention the child receives. This process of assisting a child in critical deficit areas is RTI (Response to Intervention), now part of a process collecting documentation indicating student’s progress/failure to improve in academic areas. The development of the RTI is a result federal education funding/laws to address “no child left behind”. If after a given amount of intervention, staff working with the child to increase word recognition (example: increase reading level), the child has failed to make adequate gains a meeting will be held to discuss options. The meeting will be held with the team as well as the special education teacher and parents to discuss testing to qualify for special education services.
9. How critical is your role in this identification/selection process?
As the evaluation and testing are being conducted by the various personnel for special education the special education teacher serving that grade/class is required to complete an evaluation. This usually consists of observation of the student in the regular education classroom and/or other classes/times depending upon the student’s needs. The special education teacher will attend any future meetings as well as develop the IEP should the student qualify for services.
10. How does your school (district) handle the identification/selection of the “hidden” gifted, such as students of color, students with disabilities?
Currently our school district no longer provides any additional services for gifted students. Any additional curriculum materials/ activities for a student with gifted abilities would be supplied by the teacher. During the guided reading instruction, the reading material used is at the student’s reading level so this might be one area of challenging the gifted students. All students who indicate below grade abilities receive the same process for identification for special education regardless of race, age, or economic status.
11. How many years have you taught special education?
I have taught special education for 34 years in two school districts and with various special education disabilities.
12. Where did you receive your special education training and certification?
I attended SIU at Carbondale and graduated from SIU at Edwardsville with a degree in special handicapped(EMH), trainable mentally handicapped TMH. Those were the original “labels” used on the certificates issued during the 1970s.
13. What disabilities and disorders have you worked with during your career?
The first twenty years I team-taught in a TMH program for ages 6 – 21 that was located at an elementary school most of those years. After 18 years, the district elected to place handicapped students with their same age peers, so I went to the high school. After a few years, I began working as a behavior disorder teacher for four school districts, later an elementary LD teacher, and I have worked the last several years as a cross categorical teacher (including LD, ADHD, Asperger’s syndrome, mentally impaired, language impaired in the same classroom) at the elementary level.
14. What do you consider important characteristics of a good special educator?
Being flexible with people, schedules, and students; a good communicator to parents, administrators, and regular education teachers; patience!
15. What is the age range of your students?
Currently 2nd and 3rd grade ages 7 - 9
16. What is the student-teacher-teacher aide ratio?
My classroom is made up of eleven 2nd/3rd grade students with one assistant who is there for 45 minutes to assist during reading instruction that includes three different groups.
17. Have you ever had to deal with regular classroom teachers who do not follow an IEP for a student? How do you handle these situations?
Personally, I have not had this situation with any of the regular education teachers that I worked with. If there was a time they failed on a part of the IEP, it was because they forgot to send them to have a test read. I think this occurs more frequently at the middle or high school level. At the beginning of the school year, I speak with the teachers concerning the areas of concern/deficits of the students along with giving them a copy of the modifications page of the IEP. This page details information such as test read to student, copy of notes, do not take off for spelling errors, etc.
18. Describe a typical day in your classroom.
Students come to the special education classroom for those subjects listed on their IEP. Usually all of my students attend special education for reading instruction. Currently reading instruction periods are staggered so not all grades come at the same time. Evaluating progress towards their IEP goals need to be documented at least twice a month. Charts are kept to document progress made. Some students also attend for math instruction. Another busy time is when a writing project is required since so many have language/writing deficits. There may be several students who need help and are unable to complete an assignment without a lot of assistance. If there is extra time it would be to do additional word/reading practice which is often on the computer.
19. What do you think are the major challenges of special education today?
The challenge is being able to schedule enough time to serve students as listed on the IEP, yet allow them to attend the regular class instruction. Often with so many students and various disabilities it becomes a scheduling nightmare to instruct students in two or three differing subjects, do justice to the curriculum, provide enough information to students to learn material, as well as time to acquire mastery of the skill. As the ISAT testing continues to be an important part of funding, it is unfair to punish the students or school district by testing them on material (reading) that is above their ability level. Districts lose funding when a percentage of students do not make progress, however they test them at their grade level not their ability level.
20. How have you kept up with your teaching skills and special education knowledge through your career?
The district offers in-service and institute days with sessions geared for various levels, subjects, and grade levels. The regional office of education offers in-services on new methods throughout the year, some after school or others that would be during the school year. At times the district may allow you to visit another classroom teacher to observe or observe some other school with a new approach. College courses are another way to increase your knowledge of recent changes in your field. Teachers are required to accumulate hours from the above-mentioned avenues to indicate learning and acquire CPDUs.
21. What are your views on inclusion versus self-containment of special education students?
Through the years, I have been involved in self-contained as well as some inclusion programs for students. I feel there are many factors to consider, not just one set way for all situations. The more severe the disability the more likely the child will make the needed progress by placement in a self contained classroom. There is more time for instruction at their level with peers working on many of the same skills. The interaction with nondisabled peers, however, provides for age appropriate social skills for both groups. Often some of students who are involved in inclusion classes are very interested and have good skills in the social studies and science classes. Hands on activities provide excellent learning opportunities and a place for some to shine.
22. How do you keep in contact with parents? With regular education teachers?
With email, it is much easier than in the past to keep in touch with parents. Some parents like to communicate often. There have been some who required a daily journal to go between school and home – usually those with more disability or severe behavior. It is suggested that teachers communicate at least once a month.
I try to have daily contact, even if briefly, with the regular education teachers to keep abreast of tests, projects, concerns, and progress. This also builds rapport between team members.
23. What type of reading and math programs have you used?
Currently for math, I use the Saxon math, usually one year behind at a slower pace supplementing with repetition activities. Also, there are many web sites available both on the computer and for additional printables. Reading has varied so much. In the past, it was left overs of old series. However, now students use many of the same instructional materials just at their reading level, not grade level. Again, there are many materials available on the web for practice of skills. Students enjoy these computer activities without feeling they are doing lots of learning.
24. What types of classroom management strategies do you use?
I use positive reinforcement, stickers, rewards¸ cool down area, notes, and calls home.
25. What advice would you have for a new teacher in dealing with students with special needs?
Make connections with the regular education teachers, continue to locate the needed material for success in school, treat the child with respect and concern you would want from your peers.
26. What stresses you out the most about your field?
The attention given to achieving higher test and achievement scores is very stressful.
27. How has your career in special education been fulfilling?
It has been very fulfilling. Although I enjoyed the last several years, I have fond memories of students, activities, achievements, and the learning during those early years of teaching – when you could have fun and still learn.
After conducting this interview, I have a better understanding of the life of a special educator. I have always respected the dedication of special education teachers and have been impressed with the amount of patience and compassion it takes to teach children with special needs. Now, I have a better insight of what is actually involved in the day-to-day routine of these teachers and the challenges they face, not only with the students, but also with the tremendous amount of paperwork required. Ms. Endres has devoted over thirty years of her life to educate children with special needs. I admire her patience and motivation in this highly stressful and challenging occupation. Not only has she made a tremendous contribution to the success of special needs students, but also has been a major asset to the field of education.
Special Educator Interview
Donna Price is a middle school Special educator at Tri-City School District #1. She works with the middle school aged students. Both her, and her husband have taught there for as long as I can remember, and were both very active in things like Sports Boosters and Track when I attended. I contacted the her with questions, and her responses followed as such.
Question 1: How does a teacher become a special educator?
Donna Price: College classes are required to become certified in different areas of special education.
Question 2: How is your classroom conducted differently from other teachers in the building?
Donna Price: Regular classrooms are run more consistently. Every student is treated the same - even with differentiation - middle school rooms are much more uniform in structure, discipline, and assignments. My classroom repeats information, checks assignment accuracy, checks whether assignments are listed in agenda, and tries to support each student where it is needed. I follow each student on my caseload closely to make sure assignments are done and make up work is understood and completed.
Question 3: What are the most frequently used teaching/learning strategies you employ in the classroom?
Donna Price: In math or even grammar skills, I try to break every concept into a series of steps. I verbally repeat the steps/clues endlessly, and I also have the steps listed on the bulletin board. I try to remind students the posters on the bulletin board are to be used not just wallpaper. When we are studying facts, I try to find some way to relate the information to them personally. I use a lot of mnemonics. I try to get them to read it, exaggerate with their face when they are reading, suggest they read aloud looking in a mirror so that they use sight, hearing, touch, and anything else to help remember. I also try to do the traditional worksheets followed by the self correcting computer program on the same topic.
Question 4: What is your philosophy about teaching and learning?
Donna Price: Everyone can learn but we cannot enable students. Every student must take responsibility for his/her own education. Some programs "lower the bar" so much to accommodate students. However, when students realize they will get more help if they do less, this starts an endless tumble downhill. I want to challenge kids to reach their potential. How many employers will say, "Oh, you have problems with organization? Well, you only need to be organized 85% of the time, and I will still hire you."
Question 5: What are your own learning styles?
Donna Price: I learn best with visual and verbal. I like reading information out loud. I also need to have lots of repetition.
Question 6: What teaching methods do you use the most in your classroom?
Donna Price: I break concepts in small steps. I model as much as possible. I check for understanding as much as possible. If students do a whole page of math wrong, it is so hard to reteach them. I very rarely sit at my desk during the day.
Question 7: How do you identify students for the special education program in your school (district)?
Donna Price: Students who are not achieving are referred to special education. They receive achievement, psychological, and social testing. The results are used to determine if the students have average intelligence but for some reason are not having success in the classroom. The psychological testing
finds their IQ score and identifies processing or memory deficits. A change in identification is starting to occur. Schools are now required to have RTI programs with first, second, and third tier remediation strategies. If a student goes through each step and still is not having success in the classroom, he/she may become eligible for special ed services.
Question 8: What is the selection process for special education in your school (district)?
Donna Price: Any student who is tested and found eligible will receive help. Unfortunately, this requires teachers to refer those students who are struggling. The schools are also concerned if their percentage of special ed students to regular ed students is too high. An acceptable level is set by the state board.
Question 9: How critical is your role in this identification/selection process?
Donna Price: I am involved in the testing, but I am not supposed to be involved with the regular ed students. I give the achievement test, but I feel the psychologist's results are more important. However, achievement testing can be used to find discrepancies between performance and ability.
Question 10: How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Donna Price: Again, we rely on teacher involvement. Sometimes skills can jump out during different testing situations, but again someone needs to be involved to notice. Our school is stretched to the bare bones. We do not have anyone really looking for special students.
I like Mrs. Price’s style an approach to Special Education. I think she sums it up best when she said, “However, when students realize they will get more help if they do less, this starts an endless tumble downhill. I want to challenge kids to reach their potential.” I like that she takes this approach with her students because it means that she treats them equal to average students. Some students would take advantage of a situation like that, and work to a lower level because they are expected to reach a lower level. This hold them just as accountable as average learners while giving them the opportunities they need for their situations. I think she is a wonderful educator and is truly benefitting exceptional students everywhere.
Camille Reeves
Collinsville School District
1)How does a teacher become a special educator?
A teacher becomes a special educator, by taking classes and tests that certify you to become one. Before going into the profession, one must know that patience is going to be a huge factor that plays into your job.
Do you feel your schooling prepared you well for your role as a special educator?
I went to SWIC (Southwestern Illinois College) for two years then transferred to Eastern (Eastern Illinois University). It was okay. The thing is, experience can’t be topped and we only did student teaching for 16 weeks – I think it should be for an entire year. After I finished school, I couldn’t find a regular teaching job so I worked at the Illinois Center for Autism for six months. It was tiring and it was hard and I didn’t feel prepared to work with autistic children. Then I got hired at Collinsville to co-teach and that was a lot better because my students mostly had learning disabilities and emotional problems and it was manageable behavior
2)How could the process be improved? Things you wish you knew beforehand?
I wish I knew we didn’t have to do detailed lesson plans (like we did in school). Now I still have lesson plans but they aren’t as detailed, just the gist of what’s going on. Creating the mock IEP’s (Individualized Education Plan) really helped. Now I believe every student, even if they’re not in special education should have an IEP.
3)How is your classroom conducted differently from other teachers in the building?
My classroom is a full inclusion classroom. This means that the special education students are included in the regular education classroom all day. Accommodations and modifications are made by the special education teacher in order to help these students become successful. The regular education teacher and I have common planning time so we plan all subjects together and co-teach. The students really don’t know who’s who.
4)What are the most frequently used teaching/learning strategies you employ in the classroom?
Bloom’s taxonomy is always in mind when planning for lessons. Depending on what lesson is being taught and what part of the lesson we’re in, the teaching strategies change. I always make sure that each area of Bloom’s taxonomy is being hit at some point during the lesson when it applies. I definitely want to make sure that my students are engaged or else the learning will not take place.
5)What is your philosophy about teaching and learning?
My philosophy of education is that all students can learn. My job is to help the students see the potential that they have and to bring it out of them. You should never give up on a student and always show them that you care. You can make a huge impact in their life and not even be aware of it.
6)What are your own learning styles?
I’m more of a visual learner. You can tell me something a hundred times and I still won’t understand it until I see it.
7)What teaching methods do you use the most in your classroom?
The teaching methods used mostly in our classroom are hands on learning and cooperative learning. All of our students are placed in groups of four. We give them a lot of tasks to accomplish together. This really works most of the time because students learn best from their peers. Our hands on learning is used a lot during math and spelling. When the students use manipulatives as examples of how to solve problems or learn words, they tend to store it into their long-term memory.
8)What are the benefits/drawbacks to students of all abilities in the same classroom?
The biggest benefit is that there are always two teachers in the classroom, so that benefits the students. One of us can stay on top of the lesson, while the other is helping struggling students. Plus I think it’s good for the students - teaches them diversity. They also help the kids learn, because peers understand it in a way that maybe I don’t see. So they help each other. One drawback is that you’re supposed to do your own thing; nobody is giving orders (as to what we should do or not do.) Also, if you and your co-teacher don’t work like a team, it’s not going to work in the classroom. My first co-teacher and I didn’t work well together but I’ve had two others since then and I think we do a really good job. However, I do believe in some circumstances self-contained special education classes would be best, rather than inclusion.
9)What is the best/worst part about the co-teaching relationship?
Well it’s exciting to work with other teachers; you can get some great ideas. Right now I alternate: I have seven students in one class and eight in another. So one day I spend with one class, the next day with the other class. The system would be perfect if I could just stay with one teacher’s students all year. Like I said, I wasn’t happy with the first teacher I was paired with. We divided the subjects up, and she taught math, but I didn’t like the way she taught it. She would just put one problem on the board, then say do the next thirty on your own (to the students). She wouldn’t help any of her students so I was always running around, trying to make sure everyone understood what was going on. Since I was new, I didn’t know what to say or do about it. Some teachers just don’t mesh well and eventually that teacher was pulled off inclusion.
10)How do you identify students for the special education program in your school (district)?
Students are identified when their regular education teacher sees that the student is struggling tremendously. We have many different assessments used in the areas of reading and math that shows us whether or not a student is struggling. Those are the two major areas we focus on since the students are tested on them statewide. Also, certain disabilities show us that they are definitely a special education student like Down Syndrome. Those students are able to receive pre-k services at no cost to the parent starting at age 3.
11)What is the selection process for special education in your school (district)?
Once a teacher sees that a student need special education services, that student is then referred to the SAP team. SAP stands for Student Assistance Program. The SAP team meets as a whole along with the regular education teacher and they discuss different strategies or interventions that the teacher can use to try and help that student before they are placed in special education. The teacher tries those strategies for a specific amount of time to see if they work. The team meets again on that student along with data conducted by the teacher. They then decide whether or not the student is eligible to receive special education services.
12)How critical is your role in this identification/selection process?
My role isn’t too critical. I would be the one to identify the student as having a disability, but then I would just refer the student to the SAP team.
13)How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
We actually don’t even have a gifted program in our district. We got rid of it about five years ago in order to cut costs. I do know that students at the high school are allowed to take AP courses if they qualify. I guess that’s a form of a gifted program, but I don’t know too much about it at that particular level.
14)How do you think the special education program could be improved at your school?
It all comes down to money. I think every classroom should have an inclusion teacher teamed up with the classroom teacher, but there’s no way the district can pay for it. If they did it, it would help us to get to know the kids more.
My interview subject is Camille Reeves, a fifth grade special education teacher in the Collinsville, Illinois school district who is now in her sixth year of teaching. I initially contacted Reeves via email. After analyzing her responses to my questions, I contacted her via telephone for some additional questions. I believe Reeves’ teaching philosophy that all students can learn, no matter their intellectual ability, is a common component of most, if not all, Special Education teachers’ philosophies. However, it’s also worth pointing out that she believes some students with disabilities should be in self-contained special education classes. It’s also interesting how Reeves stresses the importance of the team. She knows that the co-teaching relationship is vital to both the teachers and the students they serve.
Loretta Stabrawa
Independence Jr. High, District 128, Palos Heights, IL
There are many teachers that are close to me. My wife is a teacher. Both of my parents are teachers. I have a sister-in-law, an uncle, and many friends that are teachers. For the purposes of this interview, I decided to go with a person that I had easy access to: my mother, Laurie.
Laurie is a Special Education Teacher at Independence Junior High School in Palos Heights, IL. She has been a teacher since 1979 and will be retiring after next year. She has an Illinois Type 10, Special K-12 teaching certificate and is able to teach students with learning disabilities, social and emotional disorders, and those that are educable and trainable mentally handicapped. Just like all teachers, she has a story on why she became one.
Throughout much of her grade school years, she was aware of some students not really being taught, but merely disciplined or tolerated in the classroom. She still remembers some of their names, as the teachers would oftentimes use their names in a negative manner. It appeared that the troubled, low, and withdrawn students were ignored, while the boisterous students were put out in the hallway or instructed to face the closet doors in the back of the room. This really bothered her and she could not understand why others chose or were unable to learn, or why some teachers even seemed to not want to make it all work for them.
She originally thought she would be a psychologist and had her heart set on that throughout her undergraduate years. But she also knew she would soon be raising a family, and researched various fields that would be related to her original career choice. This led her to special education. Aside from satisfying her desire to help those with special needs, it was also a career that benefited her new family life (summers off, etc.) Little did she know how all-consuming her new interest would become.
While conducting this interview I asked Laurie a series of questions. I have included the questions along with her word-for-word responses:
How does a teacher become a special educator?
If already a certified teacher, I believe you would need to first contact the state in which you want to teach. Know the requirements-- most probably, specific coursework in different areas of exceptionality, hours of observation, tests. Then schedule time to do it all!
How is your classroom conducted differently from other teachers in the building?
My classroom has lots and lots of structure, some aide support, and differentiation according to the goals and objectives of each IEP. We also give constant positive reinforcement beyond that of verbal praise and good grades. Students are praised / rewarded for small steps rather than just at the end of assignments or projects.
What are the most frequently used teaching/learning strategies you employ in the classroom?
Intermittent reinforcement. Increased wait time for responses. Teachable moments for social skills. Modeling. Guided practice. Ongoing diagnostic teaching. Multisensory techniques. While tracking along lines of reading, play the story on a tape or CD.
What is your philosophy about teaching and learning?
My philosophy has always been to help students learn from their instructional level, to help them reach their potential, and to motivate them for lifelong learning.
I interviewed Ann Kuehnel from Washington Middle School. I have had the opportunity to observe her classroom. She does indeed have high standards, but she consistently reaches out to the students where they are and at their point of need. She helps create a community of care and uses humor daily to maintain a positive, encouraging relationship with her kids. I admire her patience and consistency with her students.
1. How does a teacher become a special educator?
I knew I wanted to teach special education before I entered into teaching. I took the regular education core courses because I wanted to be dual certified. So I am certified to teach elementary or K-9 and I took the additional coursework needed to test for the special education certification. My specialty areas are: LD (Learning Disabled) , EMH (Educable Mentally Handicapped), TMH (Trainable Mentally Handicapped). A person also has to student teach in this area and then pass the certification tests for these areas. I also have a Master’s Degree in Special Education.
2. How is your classroom conducted differently from other teachers in the building?
I co-teach language arts and math in an advanced-track REI class. We have 24 students and 8 have IEP's. It is quite a bit different because while we hold the students to high standards, we also make accommodations according to IEP's, as well as, according to the needs of any students, IEP or no IEP.
3. What are the most frequently used teaching/learning strategies you employ in the classroom
I use Differentiated Instruction most frequently. I also use Think-Pair-Share and Collaborative Grouping.
4. What is your philosophy about teaching and learning?
My philosophy is that all students should be prepared for a four-year college education, beginning no later than 6th grade.
5. What are your own learning styles?
I'm a visual learner.
What are your own learning styles?
Mutlisensory - I cannot learn effectively with only auditory input or through lecture alone. I need visuals and visual-kinesthetic (writing) reinforcement through the process. In college, I would take notes in Gregg shorthand and go home and type up my notes. I would often be able to jot down every word-- or at least every concept presented. Typing out my notes would give me that visual reinforcement.
What teaching methods do you use the most in your classroom?
These are the same as what I previously mentioned for my teaching/learning strategies.
How do you identify students for the special education program in your school (district)?
We have an elaborate process of Response to Intervention. We look at grades. results of district testing (NWEA - MAP testing, completed on the students' laptops), ISAT results, teacher evaluation and comments, behavior, emotionality, homework completion, class work, group work, etc. Teachers sign up to mentor one or two students to motivate them to achieve further. Students may be made recipients of either Tier 1, Tier 2, or Tier 3 interventions. Results of interventions are documented in detail. Differentiation is expected in the general education classes, so these attempts are also documented over time. At the junior high level, it is rare for us to go to a special education evaluation.
What is the selection process for special education in your school (district)?
Student’s struggles are first are first identified by a parent, doctor/social worker, or regular education teacher.
How critical is your role in this identification/selection process?
As a co-teacher in two general education Language Arts classes, my role is significant. My teaching partner and I collaborate frequently (at least weekly) to make sure all students are achieving. We sometimes give modified work or tests to non-IEP students. We sometimes read the tests aloud to the entire class or group, giving test-taking tips in the process.
How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Actually, we have a wonderful Quest program for the identified gifted students. That coordinator is especially knowledgeable about all students in our small district that may qualify. She works in all schools, so she sees students as they progress through the grades. She also has a special education background and is able to find those students that just don't quite fit the mold of the "typical" gifted student. When we have gifted students with IEP's, the IEP prevails. We make sure as a team that those students are placed where the fit is the best. If they need occasional support from an aide, that is provided. If their organizational skills and time management are lacking, they are placed in a special education resource study skills class. If they need social skills, that is monitored; the social worker may be called in for them.
Laurie hopes that every student would just be as enthusiastic and attentive about learning as I she believes herself to be. For teachers aspiring to work in special education, she advises that each of them understands themselves and knows their limitations. They must create clear boundaries while remaining flexible, since each day will be unpredictable. They should have a passion for their work since it is more than “just a job”, but also make sure they watch out for themselves. Finally, they must seek out advice and assistance the moment they think they may need it.
6. What teaching methods do you use the most in your classroom?
I use visuals via technology: the smart board, projector and also clickers for vocabulary review.
7. How do you identify students for the special education program in your school (district)?
Students are brought up to a review committee. From there, ideas are brainstormed and what has been tried is discussed. If the student needs a case study evaluation, that process is begun as soon as the parent signs permission.
8. What is the selection process for special education in your school (district)?
A multi-disciplinary team has a meeting to discuss findings from the CSE. Every person in the meeting has a chance to voice his/her opinions. Eligibility is determined based on the results.
Even though I will not specifically be a special education teacher, I know that I will come into contact with many of these students throughout my career as a regular ed. teacher. This interview, as well as this class, has exposed me to many of the scenarios and types of students that I will encounter going forward. I am thankful to have special education teachers in my family. Aside from my mother, my wife is also a special ed. teacher. I am certain that I will consult them frequently on the various challenges I encounter. Obviously this may be considered an advantage, but it is one that I fully intend to exploit.
9. How critical is your role in this identification/selection process?
Most students come to middle school either with or without an IEP. I've had students exit or "test out" of special education but have not had any gen. ed students who were evaluated during middle school. I would say that it is rare but not unheard of.
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
All students are given a test in kindergarten to see if they are eligible for gifted education. The test is called Naglieri and gives a non-verbal IQ. Students are invited to attend Iles Elementary (currently K-6) if they are found to meet the qualifications for gifted education. (one to two grade levels above on a consistent basis)
Part 1
Summary: Teacher Interviewed: Mrs. Tamee Jones – 1st year, 6th Grade Special Education Teacher at Rochester Middle School in Rochester, Illinois. This interview took place over a two week time period while I was subbing as her classroom Aide.
1. How does a teacher become a special educator?
Tamee: A lot of schooling.
Heather: Why did you choose this career?
Tamee: Well do you want the short version or the long version?
Heather: Whatever you prefer.
Tamee: Well, I was a bubble student in school. I was in a regular education classroom and did not get a lot of extra help. It was horrible. When the teacher asked questions, in my head I begged not to be called on. I felt stupid and insecure. I chose this profession because I didn’t want another child to feel the same way that I did. I try very hard to not ever tell them that their answer was wrong. I respond positively even though they may not even close to the correct answer.
2. How is your classroom conducted differently from other teachers in the building?
Tamee: My classroom runs at a slower pace. My students still do the same amount of work as the regular education students; they just work at a slower pace. I teach the information in smaller chunks and there is more checking for understanding throughout the lesson. I incorporate different methods. I have auditory learners, visual learners and hands-on learners. I try to make sure that I teach using methods that reach all of my students.
Part 2
3. What are the most frequently used teaching/learning strategies you employ in the classroom?
Tamee: I don’t know if I really use any text book defined strategies. I just teach them in a manner that they understand. It takes a lot of patience some days.
4. What is your philosophy about teaching and learning?
Tamee: Special education students are bright. They can learn the same material as their peers. Their diagnosed disability isn’t an excuse.
5. What are your own learning styles?
Tamee: Are you asking how I learn?
Heather: Yes
Tamee: Well, I’m a visual learner and a hands-on learner. I have to see it and touch it. I can’t just sit and listen. I can’t stay focused enough to learn anything. I need to be actively involved.
6. What methods do you use the most in your classroom?
Tamee: Isn’t this the same question?
Heather: Very similar
Tamee: Well, I have small groups in each class. I introduce a topic and try to incorporate a hands-on type of lesson. I use my overhead projector quite a bit and have the students come up to the board and write their answers. I read for my auditory listeners. I project for my visual learners and I have projects for my hands-on learners.
7. How do you identify students for special education in your school (district)?
Tamee: The students are identified by their classroom teacher and then are identified for RTI. The classroom teacher develops the plan and tracks the student’s progress.
8. What is the selection process for special education in your school (district)?
Tamee: Once they have exhausted the RTI requirements without success, the student is then referred for special education testing.
Part 3 (Final Piece)
9. How critical is your role in this identification/selection process?
Tamee: I really am not brought into the process until the special education testing is complete. Then I attend the IEP meetings and help develop the IEP for the individual student.
10. How does your school (district) handle the identification/selection of the ‘hidden’ gifted such as students of color, students with disabilities?
Tamee: Color? That’s a bit offensive. As far as I am aware, color is not an issue. The students are identified as special education candidates based on academic performance and behavioral issues. The student’s ethnic make-up makes no difference. I don’t really know just how the ‘hidden gifted’ students are identified. I work with the low students. I guess they would go through the same process of RTI then testing and then referral.
11. How do you know when the behavior is the disorder or just lousy behavior?
Tamee: Sometimes you know, other times you don’t. I try to talk to my students and find out what’s going on at home. My kids come in with a lot of baggage and it does affect what they are able to accomplish in a day. Behavior problems tend to get worse if something at home has changed. You have to learn as much as you can about your students lives inside and outside of school to start to figure out what makes them tick, or explode. I can’t fix or change anything that is going on at home, but I can control how I respond to them.
Sarah Pershing-Beard
Interviewee: Katie Block, special education teacher, Jefferson Middle School Springfield, IL.
Kate Block is a first-year teacher in special education services at Jefferson Middle School. Although this is her first year teaching special education, she has had past experience working with children of different abilities.
Springfield School District 186
1. How does a teacher become a special educator?
A teacher that becomes a special educator has to have a special level of compassion, empathy, and good will. It takes much more time, patience, and caring to be a special educator. It is very challenging, so a person that wants to be a special educator must be up for a challenge.
2. What personally made you become a special educator?
Honestly, I never really thought much about being a teacher. I actually wanted to be an ER nurse. My niece was born perfectly healthy, but when she was just over 1 year old, she began to have serious seizures, which left her with brain damage. It is hard for her to communicate; she does not have typical verbal skills. She gets very frustrated and can lash out. I understood this right away, even though the rest of the family did not seem to understand. It was then I realized I had not only the compassion, but the ability and drive to be a special educator.
3. What are the most frequently used teaching/learning strategies used in you classroom?
It is hard to pick one strategy. Many of my students use different strategies from one another, or even multiple strategies themselves. I would say that overall, the classroom is VERY hands-on. We use many manipulatives in all subjects. The prime example is mathematics.
4. What is your philosophy about teaching and learning?
I would say that each child, especially those in my classroom (special education room) learn differently. Learning cannot always be displayed by a paper exam. Learning is something that students can display, which is how I try to conduct my classroom. Each child learns differently, so lessons need to be taught to that child, not the child learning my way of teaching.
5. What are your own learning styles?
I personally learn by doing. I can watch something occur, or read about it, but I cannot fully grasp something until I can do it on my own. Often, I have to do that something multiple times, before I really know it.
6. How is your classroom conducted differently from other classrooms?
My classroom, first of all, has many fewer students than a typical classroom. Also, not 1 single lesson is going on at 1 time. Some students are in my room only for w few hours as a resource room, other students are here most of the day. I teach many lessons in one day, and revise many lessons for students that pop in and out of my classroom. Also, there are things in my classroom I try to keep in mind that other teachers may not have to think about. I try to keep the classroom clam. This is my choosing light instead of bright colors in the room. It also means by how I talk and present myself. I also have students with autism that get distracted by different things; these are all things I keep in mind everyday in my room. Also many of my students have special physical needs, and may require an aid to read, write, or even help move around. Safety is something that is always on the back of my mind.
7. What teaching methods do you use most in the classroom?
I try to keep learning student-centered. I try to make the learning more of a discovery for the student, instead of me telling them information on and on and on. I have found that working together for some of the students, and sharing information enhances their learning, and keeps them driven more than anything else. They are excited to help each other, and share knowledge.
8. How do you identify students for special education in your school?
I would have to say, the classroom teachers are the biggest part of aiding the students in getting the help they need. There are usually different tests, sometimes doctor exams, and eventually IEP meetings to address what type of special services a student needs. Many of my students do not have any mental differences at all. Some of my students have physical challenges that require them to take extra time to write or work on projects. These students come to my room almost as a study hall so they can catch up on their daily work before they can get behind. Parents also have a great impact on their child’s needs being addressed.
9. What is the selection process for special education in you school?
Usually a teacher or parent suggests that a student’s needs special education services. A meeting is usually held with the parents, primary teacher, principal, student and me to discuss where the student is academically, and what the goals are, and how special education services can fit into this plan.
I’m not really sure what that means, I think it means how a student is chosen for special education. The typical students that are chosen by special education have been identifies as have severe learning disabilities. They are the students that I have all day. Other students are chosen to spend an allotted amount of time in the special education room based on learning differences such as autism, ADD ADHD, etc. they spend some time in my room, as I go over the lessons they have learned that day, to help re-enforce it. Other students may only spend a little time to help them stay on-task.
10. How critical is you role in the identification process?
I would say my role is critical. I have been working with students long enough to know what to look for, and how to help them. However, I think the primary teacher and the parent play the most important and biggest role. If it were not for them paying attention to the students’ needs, the student may never have to opportunity for me to meet and work with them.
11. How does you school handle the identification/selection of the “hidden” gifted students, such as those of color, student with disabilities.
As far as choosing gifted students, students are tested at certain grade levels to go to the magnet schools if they test well. Also at this grade level, classes are tracked and students are divided into levels of abilities. However, the testes are very one-sided, and only yield results of students that are smart in certain experiences, that would be experienced by students with more opportunities than others. The magnet schools are full of middle and upper-middle class students, but few of low-income, despite the fact that many of the students of low income families are incredibly bright, but have not have the proper opportunities to demonstrate it.
Linda Karner works at the Troy School District 30C in Shorewood, IL. She was interviewed on November 26, 2010
Linda Karner went to Joliet Junior College and received an Associates Degree and became a special education teacher’s aid. She has been working in the field for more than 15 years. She has taken classes that include; all the general education classes, as well as a child psychology class, and social sciences. which has helped her in receiving her certificate as well as applying the information to her job every day.
She became a special educator by going to a junior college that offered that certificate and taking classes at night while raising her family. The classes were all in the classroom and she also did many projects when she was hired on that helped her prepare for the classroom such as; teacher’s institutes that do clinics and help the teacher’s work with students that require more work . It took two years for her to complete her certificate and she graduated with her associates in 1994.
The classroom is conducted differently because there are many teachers’ aids in the one classroom and other classrooms with mainstream children only have one. The kids are taken in groups with each aid and the teacher of the classroom to work on subjects with a chance of more personal attention. There is also more variety in learning reading, spelling, and writing because mainstream students are able to cognitively determine words with little help, while the special education classes need more hands-on activities. They also need more visualization which is where Linda comes in with many kinds of flashcards, colorful worksheets, and books that have simple words to help build confidence and reading skills.
Linda’s philosophy about teaching is to have patience and love for each child every day. It can be very frustrating to be working on a subject all day with one student and they return the next day with no memory of what they did prior. Starting over from scratch every day is the toughest part of her job. She also believes that she wouldn’t be able to do her job if she didn’t communicate with the other aids and the teachers. There are many people in the class helping all the students and they need to be on the same page. Communication, patience, and love are the main components to her philosophy in which she uses to effectively teach in the special education classrooms.
Linda has always been a visual learner. She has to see what people are describing because she has a hard time trying to do everything in her head. She has to write lists, draw diagrams, make maps, read the instructions, color code details to keep everything straight. She admits her memory is not great either, so she keeps many things filed so she can go back and reference if there is something she needs to look up or remember.
The teaching method Linda uses most in her classes is the differentiation method. Many of the students, since they are in a special education classroom, learn at many different levels. The students are split up in groups for the majority of the day because of this fact and Linda works with a group before she travels to the next group. Depending on the day she works with one group all day while the aids work with a specific group all day as well. The students are used to working in groups and having that personal connection and attention with a teacher. It helps the teacher realize who needs more work and who can possibly move up to the next level of learning. Personal attention is key to making sure students that learn in a special education are taught effectively and retain the information as much as possible.
The school classifies students for special education by a rubric but Linda does not know how they determine who has to come to the special education classroom. They also have IEP’s for the students in which every aid is made aware so they can adjust their teaching methods if necessary. They also use the IEP’s in case of a behavioral issue.
Linda’s role for the selection and identification process is not a critical one. She is not a mainstream and special education aid, so she is on the receiving end of the classroom with special education. If she was a mainstream aid she would have a more active role identifying students that need to be in the special education classroom. Since an aid helps individual students she would be able to identify and recommend students that need to be in a special education. Where she is now, she is an aid helping students have already been identified and selected for special education.
The school that Linda works at has teachers and students of any races. There is discrimination, as far as she can see so the subject of students of color has no impact on how she teachers or how her teacher in the classroom runs the classroom. They have a gifted program for the students that are above the standards of their grade level. It’s called ACE. It just started this year. This is a chance for students to really be challenged at school even if they are more advanced than their peers in the classroom. The Math and Reading subjects are spotlights more during ACE. There are many different entrances and exits that are handicapped accessible. It is a requirement now for almost every school to be accessible for wheelchairs. There are elevators and ramps which make it easier, as well as wide door-way and hallways. Linda believes it is important for public schools to have this requirement because everyone deserves a chance to be educated regardless of physical condition. She enjoys working in the district and her school has a great environment for the faculty and staff, as well as the students. The students are all close with their students and her, and she loves going to work every day. What else could a person need?
Special Educator Interview
Teacher: Jim Thomas
School: Downers Grove North High School (District 99)
Interviewed: November 9th (email) and November 14th (phone)
Introduction
Jim Thomas is a special education teacher at Downers Grove North High School (District 99) in Illinois where he works in a self-contained behavior and emotional classroom. Jim is my fiancé’s best friend and is one of the most positive, persistent and motivated people I know. With Jim’s busy schedule as a teacher and Boy’s Varsity Basketball coach, I conducted this interview through email on November 9th and followed up by phone on November 14th to clarify some of his answers with more detail.
Interview
Jennifer: How does a teacher become a special educator?
Jim Thomas: I personally became a special educator because I originally worked in a BD (behavior disorder) classroom for a high school in my hometown of Wheaton, IL. The experience was great and something I wanted to do so I enrolled in school at Roosevelt University in Schaumburg, Illinois. There I received my Learning Behavior Specialist I (LBS1) teaching certificate. While I was in school there I took classes, logged clinical hours and student taught to earn my degree and certificate.
Jennifer: How is your classroom conducted differently from other teachers in the building?
Jim Thomas: I am currently working in a self-contained behavior and emotional classroom. My room is different than that of others because I have students that each have an IEP (individual education program) complete with academic, behavior and social/emotion goals. Although my classroom has the same academic standards as the mainstream education program in our school, my classroom is structured differently to accommodate each student’s needs.
Jennifer: What are the most frequently used teaching/learning strategies you employ in the classroom
Jim Thomas: Since I teach multiple classes and have many lesson preparations, I tend to use a variety of strategies that keep my students minds from wandering. I usually start each class with a learning objective so that the students know exactly what it is I expect them to learn. Next, I activate the background knowledge of what the students already know or don’t know about the subject matter. Once the teaching of the lesson begins, I have a better gage as to what the students need to know. When delivering the lesson there are numerous strategies to use to help students learn. In my class we use, two or three column notes, games, vocabulary journals, active reading guides and many other strategies to help accommodate our student’s academic, behavioral and emotional needs. Once the lesson is over, I always address the objective one more time with various activities to see if the students understood what was taught for the day.
Jennifer: What is your philosophy about teaching and learning?
Jim Thomas: My philosophy about teaching and learning is simple but extremely hard to master. All students are different. They come from different backgrounds and families with different beliefs as to what school should look like to them. It is our job to teach those students not what to learn but how to learn. If I can teach a student how to learn they will be able to teach themselves anything they need to learn. It sounds easier than it is because we as teachers need to differentiate our instruction to suit the individual needs for each student. Mastering this craft is what I find the most difficult as a teacher.
Jennifer: What are your own learning styles?
Jim Thomas: I am an auditory learner. I do not like to write and I prefer not to read when I am learning something new. I always learned best like that as a student and still today, it is the best practice for me. However, since becoming a teacher and learning new methods on how to teach students different ways to comprehend I am able to switch from different learning styles and often times find myself applying strategies I use with my students to learn myself.
Jennifer: What teaching methods do you use the most in your classroom?
Jim Thomas: It is extremely hard to say what methods I use most in my classroom because I teach multiple classes within the self-contained setting. I usually tend to pull pieces of many different methods of teaching to help my students become well-rounded learners. Differential instruction is a method I implement as much as possible.
Jennifer: How do you identify students for the special education program in your school (district)?
Jim Thomas: Our staff works well with the grade school in the district to make sure students are being identified (testing, screening, observations) early and in the proper way. With this, we have had great success with students coming into our school/district being able to transition into our programs here at the high school.
Jennifer: What is the selection process for special education in your school (district)?
Jim Thomas: In our district, much like most districts, there is an IEP team complete with social workers, physiologist and teachers that all work together to identify the needs of a student. Between the staff members, an IEP is made for each student who qualifies based on the academic or social needs of the individual student.
Jennifer: How critical is your role in this identification/selection process?
Jim Thomas: My role is limited in identifying students to be in special education; however, if someone thinks a student needs more structure and should be placed in my classroom I will observe that student.
Jennifer: How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Jim Thomas: In our school there are many classes, from AP all the way to remedial and special education. If there are students that need to be in higher level classes, we will meet their needs. We have sent students to nearby colleges in order to accomplish this.
Summary
After conducting this interview, it’s apparent that teachers, especially special education teachers, have one of the hardest but most rewarding jobs out there. Jim admits the career he has chosen is one that is “extremely hard to master”. From talking with Jim and taking this class, I’ve learned there is not one way, or a right way, to reach students. I walked away from this interview replaying Jim’s words, “it is our job to teach those students not what to learn but how to learn”.
I am sorry my summary didn’t copy. Here is the summary from the rest of my special educator interview:
The interview participant indicates the process for identifying and assisting students with special needs is the same no matter their racial group, learning abilities, or gifts. Any adult can request an examination of a student for special education by simply submitting a student’s name. This special educator enjoys inclusion and often utilizes the time to not only assist those students he is assigned to, but to help filter out students that may be missed.
It would also appear that, in this case, those that wish to be special educators and who are good at their job are those that have had their own difficulties with traditional instruction or learning disabilities and can be empathetic to a student’s needs and understanding of how to give them what they need. This was an interesting conversation and interview. I was assigned to the school through observation hours and spent time discussing some of my students with this educator, but this was not on the record and was not included in the interview transcript, but it was quite interesting to hear his insights on some of my students.
Interviewer: Shane Maloney
Teacher Interviewed: Leslie Holliday
Early Elementary Educator at Lewis Lemon Elementary
Shane: Thanks so much for meeting with me. This is for my Exceptional Child for Teachers course. My teacher wants us to interview a special educator teacher and ask them this list of questions.
Leslie: I am actually not a special education teacher however I do have a special education approval on my certificate. Do you still want me to answer these questions?
Shane: I knew that you weren't a special education teacher. I decided it would be more interesting to hear the perspective from a classroom teacher. I did not know that you had a special approval for special education though. That actually makes me want to hear your answers even more. What did you have to do differently to get that special approval?
Leslie: In order to get the special education approval on my certificate, I had to take several extra special education courses. However, those courses were already scheduled into my professional courses because I was getting my degree in the teaching and learning education department. At NIU, you can either be an Early Childhood Studies major in the FCNS department without the special education approval or in the teaching and learning department with the approval. Since I have that approval, I am allowed to teach in a room with special education students only in the preschool setting.
Shane: Alright, here are the questions that we have to ask, and I actually have a few more if you don’t mind?
Leslie: Not at all.
1. How does a teacher become a special educator?
A teacher becomes a special educator by obtaining a degree in Special Education LBS1 (Learning Behavior Specialist 1) or Early Childhood Education with a Type 04 Certification Preschool Special Education Approval.
2. How is your classroom conducted differently from other teachers in the building?
My classroom is not really conducted any differently from other classrooms in the building. I am not in a self-contained room. It is a regular education classroom with several students who are in the process of obtaining an IEP.
3. What are the most frequently used teaching/learning strategies you employ in the classroom?
I love hands-on experience. I try my best to do some type of hands-on learning in my room as much as possible. I also like real-life experiences such as going outside to look at plants, the sky, etc or bringing in different people for a show and tell type experience. I also like putting the children into groups. I will teach a lesson whole group and then have them complete a project in a group. They learn a lot just by working with each other! It’s interesting to hear them work together and how they come up with an answer. It also teaches them how to simply work with another student and share! I also like to teach visually. I always show an example of a worksheet or project before the students actually complete it. That way they are able to see the all the steps and big picture as to what they will be doing and why they are doing it.
4. What is your philosophy about teaching and learning?
I believe that every student can learn. Both the student and the teacher must be willing to work together in order to achieve and meet the student’s educational needs. I try my hardest to tailor to each child’s needs in some way. I also believe that learning must be fun and relate to the students’ life! It is important because those are the things that a student remembers, it will keep them engaged, and will help them enjoy getting an education.
5. What are your own learning styles?
I am a visual learner. I like to see what task or project I will be completing before I actually do it. I also like to hear the directions while the teacher or instructor is doing an example. I also like hands-on learning. I still remember those experiences from when I was in grade school! Those are the ones that stuck with me and I remember the most!
6. What teaching methods do you use the most in your classroom?
I use the hands-on approach and related experiences the most. I also do a lot of teacher modeling and then allow group or independent work.
7. How do you identify students for the special education program in your school (district)?
First, I look for signs of an identifiable problem. If I feel as if it’s a concern, I bring it to the special education team at my school. Then, I fill out a special form that goes to the special education team. They will then evaluate the form, call an IEP meeting, and continue from there.
8. What is the selection process for special education in your school (district)?
After an IEP meeting is held, the special education team will evaluate and test the student for further results. After the testing is complete, they will come up with an IEP for that child if so needed.
9. How critical is your role in this identification/selection process?
My role is extremely critical in the identification process. I am the person who knows the student the best since he/she is in my classroom every day. I have to keep daily records and work samples to make sure he/she gets the correct help.
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Students are not really labeled in the sense of being ‘gifted’. There is a special gifted program that is located at a different school. Students will test at a certain point in the year to determine if they can attend that school. The only way students can be tested is if the teacher recommends it. The special education team determines if a child needs an IEP or not. However, it depends on the disability if they can diagnose it not. Physicians are usually involved in determining a disability based upon the symptoms or level of concern.
4. What is your philosophy about teaching and learning?
I believe that every student can learn. Both the student and the teacher must be willing to work together in order to achieve and meet the student’s educational needs. I try my hardest to tailor to each child’s needs in some way. I also believe that learning must be fun and relate to the students’ life! It is important because those are the things that a student remembers, it will keep them engaged, and will help them enjoy getting an education.
5. What are your own learning styles?
I am a visual learner. I like to see what task or project I will be completing before I actually do it. I also like to hear the directions while the teacher or instructor is doing an example. I also like hands-on learning. I still remember those experiences from when I was in grade school! Those are the ones that stuck with me and I remember the most!
6. What teaching methods do you use the most in your classroom?
I use the hands-on approach and related experiences the most. I also do a lot of teacher modeling and then allow group or independent work.
7. How do you identify students for the special education program in your school (district)?
First, I look for signs of an identifiable problem. If I feel as if it’s a concern, I bring it to the special education team at my school. Then, I fill out a special form that goes to the special education team. They will then evaluate the form, call an IEP meeting, and continue from there.
8. What is the selection process for special education in your school (district)?
After an IEP meeting is held, the special education team will evaluate and test the student for further results. After the testing is complete, they will come up with an IEP for that child if so needed.
9. How critical is your role in this identification/selection process?
My role is extremely critical in the identification process. I am the person who knows the student the best since he/she is in my classroom every day. I have to keep daily records and work samples to make sure he/she gets the correct help.
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Students are not really labeled in the sense of being ‘gifted’. There is a special gifted program that is located at a different school. Students will test at a certain point in the year to determine if they can attend that school. The only way students can be tested is if the teacher recommends it. The special education team determines if a child needs an IEP or not. However, it depends on the disability if they can diagnose it not. Physicians are usually involved in determining a disability based upon the symptoms or level of concern.
You mentioned something when we talked before about a student you had that you recommended would be tested for bipolarity. Could you kind of recap what types of things that student did to make you suggest this? Who did you talk to? Did anything actually come out of it? How did the student's parents react?
I did recommend a student to be tested for behavioral concerns. At the beginning of the year I thought it was autism. I noticed right away that he is very defiant, never wants to join our circle time, transitioning to his special classes (gym, music, art) is difficult, and handling a simple confusion or argument with another student is impossible. Instead he solves the problem by yelling, throwing chairs, hitting other students for no apparent reason, or running out of the room. Then there are days or times during the day where you would have thought none of that had ever happened. He has a smile on his face, plays with other students nicely, and can go to his specials without a problem. Now, I have ruled out autism and think it could be bipolar. Since I cannot diagnose him, I brought him to the special education team so they could start testing and observing. The initial IEP meeting was already held but nothing further has taken place. I am still waiting for testing and observations to start taking place. This student currently lives with his grandma. When I told her that I wanted him tested for behavioral concerns she agreed and actually wanted it done immediately. She has been understanding and compliant during the IEP process.
I know you were really set on early childhood when you were in school. Was there a specific reason? Did you ever consider special education?
Yes, I was very set on early childhood education! I love the little ones, especially 3 and 4 year olds. I think it was my 4 year old niece at the time (who now is 7) that inspired me to that age group. I have been very close to her since the beginning. She has taught me a lot and I wanted to go further with that. I realized that their brains are like sponges so teaching is a lot of fun! They are always willing to learn more and want to learn more. It is inspiring to see that little light bulb go off when they finally get something!
What kind of things have you encountered as a new teacher that you did not expect in your first year?
I did not expect a lot of things that I have encountered during my first year of teaching. There have been a lot of behavior and discipline issues that I have dealt with that I never expected. Discipline has been my hardest factor all year… I am still learning new ways to handle it in the classroom. I also didn’t realize that there would be a large lack of parental involvement at my school. I never have parent volunteers and it’s hard to reach a parent. There are students struggling because they are not getting the help at home that they need. There are also issues within the school and the school district that I didn’t expect and found it hard to handle. I am learning every day and believe I will become a stronger teacher after my first year of teaching is completed.
Thank you so much for your time and openness. I really appreciate you sitting with me to do this.
I interviewed Becky Brooks at Glenwood Middle School in Chatham, IL on November 17, 2010 during her free period 9th hour. She was very gracious and helpful to make time to have the interview.
First, I asked her about how she became a special educator. She told me that she had started in business education for two years, but then switched to regular education. During that time she decided to go into special education.
Next, I asked how her classroom was conducted differently from others in the building. She stated that her classroom is very structured. She co-teaches and does direct instruction, and things are always changing. As a co-teacher she has to work with other teachers, and at times it is very “my way or the highway” with them, so she has to be flexible.
Another question that I asked her revolved around teaching strategies. Language arts is a subject she had some examples for. They use a shared reading process, thinking aloud, modeling, activating prior knowledge, graphic organizers, and repetition.
I next asked about her philosophy of teaching and learning. She responded by saying you have to be flexible and find out what the students’ needs are and do what best meets those needs.
My next question was about her learning styles. She said the most important thing is respect. Without it you can’t relate. Next important is to stay calm and help turn things into good.
After that I asked her what teaching methods she uses most in the classroom. She replied with point sheet and progress monitoring. She mentioned the importance of checking to see if students filled out their agendas. In our conversation I mentioned that it sounded like she was using a lot of Tier 2 (RTI) methods. She agreed.
When asked about identifying students for the special education program, she said that the process is changing, in that teachers who want to refer students to special education will have to document more interventions than before. She added that she doesn’t have any involvement with the identification, and that her role doesn’t come into play until students are already referred. She and I agreed that it is a good thing to make it hard for students to get into special education, as it might have been easy for a teacher to casually refer a student to special education due to non-academic issues, such as personality conflicts, poor behavior, etc.
My final question was about identification of gifted students, to which she replied there really isn’t any process other than offering honors classes. The only other thing that might help is differentiated instruction, making sure that all students have the opportunity to be engaged.
Mrs. Brooks has taught at Glenwood Middle School for about four years, and seems to really enjoy what she does. I appreciated her conversation beyond the questions that I asked, and I now have a better picture of what it is to be a special education teacher. I’m going to make sure that if I have a co-teacher in my regular education room that I will not be a “my way or the highway” type. Instead, I will be more than happy to let the co-teacher be more involved than just walking around the room helping the inclusion students.
Special Education Interview
Ms. Megan Ash
Taylorville Jr. High School/ District #3 (217-824-4924)
Behavioral/Emotionally Disturbed Self-contained room
Date: November 23, 2010- 3:30 P.M.
The teacher I interviewed is a special education teacher in the Taylorville Community School District #3. Ms. Megan Ash is a behavior/emotionally disturbed self-contained classroom teacher, with a wonderfully structured classroom. Ms. Ash had prior work experience as a teacher at Kemmerer Village, a residential child care facility located in Assumption, Illinois. I have known Ms. Ash for over two years now, and work with her every day during the school year.
1. What college did you receive your Special Education degree from?
I went to Western Illinois because it seemed to be the best fit for me. I am form Cerro Gordo, Illinois; a small town east of Decatur and Macomb seemed like an ideal place to start my college career.
2. Did you always want to become a teacher?
Yes, I always enjoyed tutoring students in high school, and it is always nice to know you’re making a difference.
3. How does one become a special educator?
Honestly?
Yes, of course.
I felt like it was the best field for me to feel self-achievement. The special education field takes a world of patience, a caring person, and someone who isn’t in it for the money. The good thing about the field I work in, every day you touch lives. The simple things you may take for granted, are prized treasures for many of these youth.
Any examples?
Yes, the power of candy!!! It is amazing how you can get a student to behave for a sucker or piece of gum. The simplest rewards challenge students to follow behavior management plans.
4. How many students do you have?
Currently five students are in the program, and there are days where it feels like hundreds.
5. How is your class conducted differently from other teachers in the building?
My class is a self-contained environment and students range from 3-8 grades academic abilities.
Must be tough?
It is, one minute your teaching a 6th grade social studies lesson, and other students working on 8th grade American History. I have students on shortened days, as many are bussed in from other districts, and it makes it tough to accommodate every students need.
6. What are the most frequently used teaching/learning strategies you employ in the classroom?
I am more of an instruction/lecture based teacher. I want to make sure every student clearly understands the lessons, and enables them to ask questions, before they begin to work on their own. The hard part is lecturing with behaviors not at their best every day.
The hardest part is having a student sit and wait for his or her lesson to start. The thing you will develop as a behavior disorder teacher is what we like to call “the look.” You can’t sweat the small stuff, and at times you have to pick your battles.
7. What is your philosophy about teaching and learning?
I believe learning can be achieved by everyone. As a teacher I am to make sure the material is presented in a professional manner, and enable a child to understand content, thus achieving success. Teaching has its dog days; there are days where I wonder what are we doing here or there has to be something better out there, but children lead you back.
8. What were your learning styles?
Study, Study, Study!!! I worked my tail off and many a late night memorizing facts. I think everyone has their own unique style of learning. I teach certain math songs remembering orders of operation, rhymes for English, and anything catchy that may intrigue students to learn.
9. How do you identify students for the special education program in your school (district)?
There is a prescreening by Mid-State Special Education.
What do they do?
They basically look for any child under 5 years of age which may need early intervention or special assistance.
Who is eligible for these services?
Everyone, it is the responsibility given to the district to identify these children.
The psychologists, care workers, and the brass we call them (directors/important people) evaluate these children and form a plan if needed.
IEP’s?
Yes, educational plans are developed for those with needs, and are reviewed constantly to make sure accommodations are being met.
10. What is the selection process?
An evaluation can be requested by the parent or by Mid-State. There is a team of individuals who evaluate certain criteria; does a child have one or more disabling conditions, current level of education, is there a disability effecting child’s academic performance, and are there modifications that can be made for a child to reach academic goals.
11. How critical is your role in this identification/selection process?
In my classroom it is a very limited role. The children in my classroom have already been selected, and are sent to me an almost a last ditch effort. Many of my current students disabilities are; ADHD, ADD, and other emotional disabilities that prevent them from learning at current levels. I have a more active role in trying to get them back to a
regular school setting. I am constantly updating IEP’s (Individualized Education Plans), and making sure all is well on the academic side, and oh yes, the behavior side also.
12. How does your school (district) handle the identification/selection of the ‘hidden’ gifted such as students of color, students with disabilities?
I believe students are put on teams, and this is based on their academic achievement test scores. I am pretty sure that the lovely ISAT’s play a major role in this selection. The junior high level does not offer a very diverse set of learning, and putting it plain and simple; there aren’t a lot of funds for many gifted classes. The teachers are constantly on the lookout for students who are achieving above and beyond, or not meeting the goals outlined by the state.
13. Do you feel the state does a good job meeting the needs of students?
No comment!!!
What do you mean?
I feel there are a lot of students that don’t get the help they need, because of a lack of school funding. Why was the lottery started? I feel many people frown upon special education, and criticize funding special needs programs. The special education program is such a broad range of services, and smaller districts don’t have the manpower to monitor progress.
14. Is this the right career choice for you?
Ask me in 20 years!
15. Where do you see education in 10 years?
I believe they are trying to phase out many special needs programs. The No-Child Left Behind Act has caused many to panic. I personally don’t believe all children can achieve goals set without the influences of home life involved. I think if a child has a rough home life, it makes learning even tougher. I believe technology will play a great deal into the future of learning, and there are so many good programs now, but it all leads back to money. The state of education will always be challenged with funding issues, and in turn makes superior learning problematic.
Summary
I feel that Ms. Ash has a true compassion about what she does for a living. The thought of teaching 5 or 6 different subjects, at the 6th, 7th, and 8th grade level every day, seems to be a very daunting task. Ms. Ash on a daily basis is doing a job of 3 teachers, and not to be picky, but only paid for one. This is what makes teachers who they are; willing to go the extra mile, accommodating on a daily basis, and showing the compassion for many with true problems. I guess some are born to be teachers, and believe Ms. Ash was chosen for this sole purpose.
The following interview was conducted with Ms. Jackie Madden, a special education teacher at Montini Catholic School in McHenry, IL, but who is actually employed by McHenry Public Schools. Jackie earned her degree from Iowa State University and has been a special education teacher for eight years. The interview took place casually on Thanksgiving day, as I am fortunate enough to have a special education teacher for a cousin. I feel as though the close familial relationship and relaxed environment allowed for an especially honest and uninhibited question and answer session.
Interview
Interview with Ms. Jackie Madden
Employed by: McHenry Elementry District 15 McHenry, IL
But Works at Montini Catholic Elementry/Middle School. McHenry, IL
Interview Date: Thursday, November 25th, 2010
Conducted in person (It’s my cousin, so it worked out great to have this chat on Thanksgiving)
Starting conversational note:
The two buildings of her school are currently combined into one due to chemical leak. Ms. Madden is currently working out of teacher’s workroom without any of her materials.
1. Why did you want to be a special educator?
The honest answer is that I didn’t. I took advantage of Iowa State’s combined degree for special education and elementary education because at that time there was such a need for special education teachers. I actually took a class much like the one you’re in now and the professor, who I thought was great, gave us this giant diatribe about how elementary education is changing and if you want job and job security, then switch to this [the combined degree] program and get this degree for an extra 6 credits. I thought to myself, “I could do this for only six more credits.” I did it out of necessity and wanting to get a job and connecting with that particular professor.
2. Is teaching special education what you expected? How has it differed from what you thought it would be?
Um. It is NOT what I expected. Well, I expected to be more integrated into the classroom than I am now. I’m still doing more pull-out resource kind of services. I expected to be getting a kid in my classroom and using all of these fabulous resources and tools and being a highly effective teacher who was able to “fix them”. I didn’t expect the lack of retention. I thought it would stick. I took for granted the total memory component, but a week later, a day later, a chapter later, they no longer have that information. I underestimated the process of speed. I had to readjust my definition of success with a student. At times I’m very critical of myself because I’m not teaching them what they need to know at a rate that would catch them up to their peers. You have to find success with the tools that you’re given.
3. How would you describe the process of becoming a special ed teacher? College, interview, first year, etc. (How does a teacher become a special educator?)
Copious amounts of flexibility. You’re not only dealing with students and parents, but with general education teachers— not only facilitate what you’re doing but to also network with all teachers. I have 26 general education teachers that I work with, so you have to not only give instruction, but also be an advocate for those students. The impact you make during your instruction time is limited, so you need to communicate and cooperate with general education teachers. You need to be a listener, too. They come with issues that need to be addressed because they need to be able to function in the community of a classroom. You have to pull in compassion and understanding for the whole child—socially and emotionally. Let’s fact it, having a disability sucks; they’re down on themselves and they shut down on you. They’re disengaged. You have to be able to work through that and hopefully have an open mind. Being a special ed teacher is not easy. The workroom is sometimes a hard place to be. There are some teachers that I work that are wonderful and some that loathe my existence. I have to walk a the line between advocate and instructor.
Part 1 nls
4.Can you tell sort of give me the general run-down of how the special education program is set up at your school? E.g. inclusion or contained? Well funded?
I have a very unique situation. I am employed by the public district but placed in the parochial system. Because my parochial school has such a large need, they [the public school] hired me and a speech pathologist to be in the [parochial] building instead of the public school having to bus students. My situation is very different. In my district they’re doing co-teaching and they have all sorts of other luxuries. At my school, I have 8 grade levels and 28 different sections, so I can’t possibly collaborate with that many classrooms on my own. It’s a catholic school so it’s disgustingly traditional and inflexible. It meets the needs of the middle 30 percent.
I have 90-120 minutes a week of support per student. I also service a lot of kids with other disabilities such as high functioning autism, Turrets, OCD, Asperger’s, anxiety issues, oppositional defiance disorder , and ADHD. So I have a lot of students. A lot of times I’m like the “skills, tutor, and homework warden.” Only having 120 minutes per student per week is very is very small compared to other schools. I do a lot of individual and small group and I also run a after school homework club for qualifying students, which about 16-17 kids show up to daily.
5. How is your classroom conducted differently from other teachers in the building?
I allow a lot of movement. They need to stay in their area, but they can move. I am not traditional in that I do not expect learning to happen in silence. I give them a lot more leeway. I understand how excruciating it is for them to sit in a desk and listen to someone talking all day. So they’re moving and talking. I have a lot of visual supports—I’m drawing a picture, or writing. I’m constantly making associations. I never, ever, make them do worksheets. I know they do so many worksheets. I try my best to have multi-sensory activities. I’m adamant against worksheets, They have their place, but not in my class room. The way I see it, If they’re going to get it in the traditional way [worksheets], they wouldn’t need to see me. (Among other examples that were given, she stated that she teaches multiplication tables in songs)
6. What are the most frequently used teaching/learning strategies you employ in the classroom.
I use anything visual to support to support the acquisition of new vocabulary—pictures, drawings, so they have a hook to hang it on. I have a great a multisensory curriculum that I rely on heavily for the primary school kids—a lot of tactile things. (Gave examples) I use a lot of organizational tools and checklists to teach that memory is not a reliable tool. And, of course, communicating with general education teachers to know where students stand academically.
7.What is your philosophy about teaching and learning?
Be flexible. Be kind. Be compassionate. And be patient enough with yourself and a student to allow learning take place.
8. What are your own learning styles?
I’m totally a visual person. If I look at it and read it I can remember it and I can bring it back up in my brain and see it, which I think makes me a crappy reading teacher. It’s hard to teach that to a kid, because when something comes easy to you, it’s hard to teach it. That’s why I’m a good math teacher, because I was so horrible at it. I’m good at breaking things down into easy to digestible parts. Anything related to music and movement I can hang on to. I’m totally left brained, which is great, because so are my kids for the most part.
9. What teaching methods do you use the most in your classroom?
Multi-sensory. That’s a big buzz word right now.
part 2 nls
10. How do you identify students for the special education program in your school (district)? (How are you involved in the RTI process?)
We use RTI—we do curriculum based measurements in all grades in reading in math. Not there on the writing component yet; we’re lacking in that. In reading and math we have volunteers that were formerly teachers that come in to help. We use the Aimsweb online program; you download curriculum and enter benchmark data and progress monitoring data. The director wants it done weekly, but I’m lucky if I get it done every 2 weeks. The program produces really great data. Anyone (with teacher consultation) typically below 25th percentile will be pulled out on an intervention basis. I really love it. I really love RTI. We don’t have to turn away struggling students now. We can help. It’s sent numbers through the roof; it’s a blessing but a curse. I thoroughly support and concepts behind it. RTI doesn’t really work in my school because the first tiers aren’t in place. It’s not tier 1 then tier 2— its tier Jackie all the way. There is no differentiating in a Catholic school. It’s frustrating.
11. What is the selection process for special education in your school (district)?
Anyone below the 25th percentile is considered for services. We look at all components of their performance, including homework completion, and the 8 different domains (which she listed as: academic, cognitive, speech/language, hearing/visual, social/emotional, motor ability… and a couple that she couldn’t think of off the top of her head). Between all the people that do the testing, we determine if there is any need for intervention. In public schools you would create the IEP, but in parochial school its and ISP-- Individualized Service Plan. We call it, “IEP lite” because they don’t get the same services that they should be getting at a public school. With us they may get 120 minutes a week, but at a public school they would get 60 minutes a day. It’s almost as if the director wanted the different name to function as a way to say, “this is not what you would be getting in public school,” even though it functions the basically the same way. (a sigh) Paperwork Paperwork Paperwork.
Side note question: How do you have time for it all?
Before I had Keegan (her son), I did paper work until 10 o’clock at night, but I had him and just decided that I wasn’t going to do that anymore. Unfortunately, I use my planning period. More than anything, my correspondences take up the most time. I’ll spend my entire planning period just going through emails—parents, teachers, administration. Unfortunately then, I’m not planning during my planning period and I feel like it does prevent me from being able to create really quality lessons sometimes. I understand the paperwork—it makes me accountable and it forces me to justify my existence, but it gets in the way sometimes.
But you know what, you also have to remember that I don’t have the grading that general education teachers have, so it does sort of balance out in that sense.
12. How critical is your role in this identification/selection process?
Not to toot my own horn (made beep beep beep sounds), but I really pushed RTI in my building. I leaned on my administrator really hard, if not to make the general education teachers do it, to at least accept having it done. I do specific testing and monitoring. Again, it’s a unique situation; we ARE special ed. It’s MY program… I’m kind of the gatekeeper. I have 36 kids and no assistance. Anybody who’s bombing, I take. I feel like 95 percent of the teachers I have wonderful working relationships with and I hope that facilitates an environment of communication. If they come to me I first give suggestions, and if that doesn’t work, I roll the student into an intervention group. I’m the only line of defense in my building anyway. My role would be much smaller in any other school.
part 3 nls
13. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Unfortunately since we don’t have social workers or psychologists, most of the identification is done by general education teachers. Then it rolls to me. I try to exercise compassion. I help them because there’s no one else to help them. Parents identify kids more than anyone. A lot of my referrals come from parents. There is no existence of a “gifted” program. Talented programs are gone in IL after this year. So now it’s all in the general education classroom. I went to a great class about how to differentiate in the classroom, but, everyone is already doing too much.
I really liked that in that class they said that RTI should be not just a triangle, but it should be a diamond. There should be tiers of intervention for high-achievement as well.
Summary:
Overall, I felt that the most important things that I could take away from my talk with Jackie were the brutally honest experiences that she encounters on a daily basis. Granted, her situation is very different, if not rare, compared to most public school special education settings, but nevertheless, the job is still the same. First, I felt how truly passionate Jackie was about her job. Though I could not write fast enough to document every specific example, she gave detailed examples of individual students and lessons. She truly knows each of her students and deeply cares for the well-being of each them. After we wrapped up the interview, she sort of shrugged and said, “ I don’t know if I can do this forever; it’s exhausting.” She continued that she couldn’t give though because she is so worried that no one would take care of her kids like she’s knows they need to be cared for. She said that she doesn’t think that there isn’t anyone else could do her job or even do it better, but she could never abandon her kids. This illustrates how invested she is in her program and how dedicated you have to be in order to be successful as a special education teacher.
It was, of course, difficult to hear of the financial struggles and how it negatively affects the students. As with all schools in these times, it’s a struggle. On a daily basis, she has to navigate teachers who already have far too much to handle and she has to ask them to do more. I learned that as a special education teacher, you have to be an advocate for the students and find a way to get the help they need, even if it makes other teachers want to run when they see you coming down the hall. With that, I think the poor RTI implementation was especially disheartening, though I feel like Jackie felt that most exceptionalities programs are met with resistance in parochial schools.
The most touching thing that I will take from my interview with Jackie is that as a new teacher, she thought she could change the world. She was determined and smart enough to help everyone. The wake-up call, however, is that she didn’t have the great resources she had learned about in methods courses, and her students couldn’t learn like they thought they would. She had to learn to adjust to her students and her resources to be successful. Success, then, was relative to the situation. I think that I, too, have a very rosy outlook on what I will do in my own classroom, but this interview has prepared me in some ways to be more ready for the reality of teaching. I think that I will be less shocked when I don’t the resources, money, or support that I had imagined having. I will also know that there are plenty of experienced teachers out there, however, who have gone through it as well, and who might have some great advise and support to help me cope and work through it.
After we finished talking, Jackie sent me this message:
I should have told you in regards to parents, they are where a majority of my referrals and concerns come from. They pick up on the struggles the most, because they are the child’s most comfortable ally. They see it all fall apart at home, when the teacher doesn’t pick up on the stress sometimes. They shouldn’t be forgotten in the identification process and I fully believe that I have to keep parents as happy as students and teachers. It makes my job much easier to work to show each parent that I know their child as an individual, and gain their trust and support. The kids benefit from that greatly, and I serve as a huge buffer and ally to bridge strained relationships between parents and general education teachers.
nls final part
The person I interviewed was my mom, Barb Merriman. She has been teaching for over thirty years in the same school district, District #150. She will retire from teaching in a year and a half. She is certified as an elementary special education teacher. She currently is co-teaching in a fourth grade classroom. She has taught autistic students, students with behavior and emotional disorders, students with learning disabilities, and other such students. The majority of the time she has had a self contained classroom. She has also been a resource teacher in which she will go into a classroom, and help her students when they are in regular division or she would pull students out throughout the day into her own classroom. She graduated from Illinois State University in 1978, and her first teaching job was teaching a small group of autistic children at Whittier Primary School in Peoria, IL.
1. How does a teacher become a special educator?
I took classes that were specific to special education. I Student taught in a special education classroom and got experience dealing with special education students.
2. What made you want to become a special educator?
I felt the need to help children with disabilities. I had volunteered since I was 14 in the summer time at a camp that had children with special needs, and I really enjoyed it and found it to be very fulfilling.
3. What are the most frequently used teaching/learning strategies you employ in the classroom?
I use a lot of visual aides when I teach Math. I break a lot of the things down for my students, along with modeling. I demonstrate a lot of what they are suppose to do, so they see how it suppose to be done. I differentiate as much as possible because I have students at all different levels.
4. What is your philosophy about teaching and learning?
Every child has a potential to learn. It is the way we can reach them, so that they are able to learn. Whether it is motivating a student or constantly praising students, I will try whatever it takes to help these students learn. We need to find what interests or gets these students excited about learning. I try to expose my students to as many different things as possible.
5 . What are your own learning styles?
I have to be able to see things, so I am a visual learner. A lot of times I have to go through a process myself or actually do something myself. I would consider myself a hands on learner. A lot of times I will have to read something several times, and process it a couple of times before I am fully able to understand it.
6. What teaching methods do you use the most in your classroom?
When I teach math I use a lot of manipulatives. I use a lot of adaptations and modifications because my students are in a regular division classroom. I also use Bloom’s Taxonomy when I plan lessons.
7. How do you identify students for the special education program in your school (district)?
Right now it is rather difficult in the district. Students have to go through different tiers and RTI systems. Also, when students have failed different interventions implemented they are looked at for special education. Data is also looked at and grades are looked at. If students fail to meet the different qualifications, a meeting will take place and it will be determined if the student should be place in a special education program. It is very difficult to get a student placed in special education programs.
8. What is the selection process for special education in your school (district)?
Social workers, psychiatrist, the principal, teachers, and the parent will meet and discuss if a student should be placed in special education. Strict guidelines must be followed.
9. How critical is your role in this identification/selection process?
I would be consulted, but it would be more of the targeted team that would have to do with this process. My opinion would be asked, but it will really be the targeted team with the critical role in this process.
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
Students at the fourth grade level are given the Cognitive Achievement Tests. They have to have a certain test score, and then they have a form to fill out, and if they meet the criteria they will be recommended for the gifted school. All students are given this test whether they are in regular division, special education, or students of color.
11. What is the most difficult aspect of being a special educator?
I personally think that there is not enough time to reach all of the students because they require so much extra help. There is much more time that has to be devoted to IEPs and CBMs.
12. What is the most rewarding aspect of being a special educator?
The most rewarding thing for me is seeing those students who struggle to learn, achieve.
13. What do you like about the co-teaching environment?
We each have different ideas and talents that we are able to put together in our classroom to help reach all of the students. It is also nice because there are two teachers, one can be teaching, and the other is able to walk around helping different students. With inclusion I think the students who are considered general education students benefit from the special education students and vice versa.
After doing this interview I learned a lot of different things about special education, which I really did not know even though my mom is a special educator. I have never really sat down and talked to her about special education. I really believe that it takes a special person to teach special education. Through this interview I learned how rewarding teaching special education can be. As I was interviewing my mom, she was recalling many different stories about her years of being a special educator, and as she was talking I could really see it in her eyes how much she has enjoyed it. She loves to run into students who are in high school who are doing very well and no longer have IEPs or those students who have graduated from college. I also did not realize how difficult it was to place a student in special education, and everything else that goes into it, such as the meetings, IEPs, and CBMs. Although I currently am working towards my certification in Secondary Math, there will be times that I will have students who have IEPs or special needs, and by conducting this interview I have learned several different tips that could help me to teach these students. I also think special education is something that I would not be surprised that I may get certification in down the road and it would be partly because I have seen how rewarding it has been for my mom.
Ms. Mandy Stephens
astephens@sd170.com
U.S. Grant Elementary School
2712 Miller Avenue
South Chicago Heights, IL 60411
(708) 756-4156
1. Where do you work (school and district) and what is your job description?
U.S. Grant School, Chicago Heights District 170, Early Childhood Special Educator.
2. How does one become a special educator?
At least 4 years of required college classwork and passing the LBS1 content area tests.
3. What qualities do you think special education instructors should have in order to succeed?
Definitely being patient, having good communication with parents, and organized. Students will test your patience but you need keep the best interest of all students and stay calm at all times. There is so much paperwork and things going back and forth with parents that it can be overwhelming at times and being organized will help keep you on track.
4. How is your classroom different from others within the building?
My classroom is in a separate wing of the school on the primary level. My room is bright, colorful, full of tactile toys, everything is at small height, soft surfaces, I have a bathroom and sink, and my room is vocabulary rich. Since I am at the early childhood level in a predominantly hispanic community, and my classroom is full immersion with a bilingual aide, everything in my classroom is labeled in both english and spanish as well as having a picture on everything. We implement Boardmaker pictures on things like the Schedule, Songs, Weather, Calendar, and Centers and all staff if required to wear lanyards with command pictures (yes, no, bathroom, etc).
5. What is your personal philosophy of education?
I believe that all student should be taught in their least restrictive environment and that life skills can be taught at all ages and all abilities. I differ from a lot of other special educators in the regard that I do not always believe in full inclusion. For some students inclusion is their best placement, where they can see role models, but for others it can have a negative effect on their classmates without disabilities. Also, teaching life skills is key for students in the real world. Yes, I think that teaching the curriculum is important, but as an adult you know how often you use things like algebra. So for students to understand, if they need to use a calculator, something they would do in real life, they should learn how to use it the right way.
6. What styles of learning do you have personally and what styles do you see most often?
I am a visual learner so I use this in my classroom often. I see this most often because most people are concrete learners. Having a visual aide is always helpful in the classroom.
7. What teaching methods do you use most often?
The method of teaching I use is play based learning. Play-based learning is a center based setup where students learn through playing instead of traditional curricula. It is the process not the product that is paramount. Students can decide how they want to learn and the curriculum is suited to them instead of changing themselves to fit the curriculum.
8. Do you incorporate technology into your classroom? If yes, then what kind?
Yes, we have a traditional computer with full keyboard and mouse, a MacBook laptop with camera to make movies and pictures, and 5 iPads.
9. How often do you identify students for the special education program within your school?
In my classroom we probably identify 1-2 students a month, most coming from Early Intervention who need to transition into an IEP.
10. What is the selection process for special education in your school (district) and how does your school handle the identification of the 'hidden' gifted such as students of color, students with disabilities?
When is student is brought to an eligibility meeting they are looked at by a team: the special educator, speech language pathologist, occupational therapist, physical therapist, social worker, and led by the team leader, the school psychologist. A case study is performed by these professionals, which can include a variety of tests and observations, and they go over their findings. If the student qualifies under any of the criteria of special education, they receive an IEP. In my classroom, I have all minority students, including hispanic, african american, and multiracial. My district is very similar in the regard that most students are minority students as well as the staff, so I believe that we are not discriminatory in that regard.
11. As a special education educator do you think you face more adversity than a teacher who isn't in your specific field?
Yes, I believe that special educators face more adversity. I think that working working with parents can be the hardest part of being a teacher. When you are working in Special Education you are telling parents that their child has serious problems and that their most important thing in life isn't perfect. This can be a very tough part of the job.
12. What made you choose special education?
I knew I wanted to be a teacher and I wanted to be challenged and I think my skills were best served with those who truly need extra attention. I always baby-sat as a kid and I found a strong connection with behavior management.
13. Do you use any classroom management techniques that you think would be beneficial for other teachers to use?
I implement PBIS (positive behavior intervention strategies) and it is an approach that believes that you should reward good behaviors to offset bad behavior. In early childhood we use a jar full of bears and they put a bear in the jar when they do something good and at the end of every day they comment on one thing they did well. When they fill the jar they vote on a 'special day' and they receive a certificate. The rest of the school uses a PBIS baseball system with self given strikes and they have a check in and out with a staff member.
Summary: Mandy is very passionate about her work. It was wonderful to learn about some of the attributes she thinks perspective special education teachers should have. I also loved her philosophy of education and have adopted some of her ideas into my own. Overall I believe this interview was very beneficial and has even made me consider special education. I was actually named after my uncle who had severe cerebral palsy so this topic and field of education resonates with me. It was a great assignment! My interview was conducted on November 20th.
I interviewed classmate and special education paraprofessional Gina Francis. She works for District #189 at Illini Central Grade School. She works in a cross-categorical classroom. She works in a self contained classroom with students with a wide number of different disabilities. I believe this is different than what is normal now for District #186 in Springfield. It seems that 186 has moved more to inclusive classrooms and away from self contained rooms. She works one on one with a few kids and does several interventions a day. While she uses many different strategies she mentions that they use direct instruction most often and they aren’t allowed to move on to something different until they score 100 percent in it. She has been in the same room for 5 years and has seen the same issues with retention throughout her time there.
Special Educator Interview
Gina Francis, Illini Central Grade School, District #189, Special Education Paraprofessional, Cross-Categorical Classroom, 4th-8th grade, I mostly work with children with disabilities or behavior disorders.
1. How does a teacher become a special educator?
I had volunteered at Illini Central for many years while finishing college. The opportunity to join a newly forming cross-categorical classroom arose, and I jumped on the opportunity. I felt as if it would bring challenges and learning experiences to my professional career.
2. How is your classroom conducted differently from other teachers in the building?
Our classroom is a self-contained classroom for children with a variety of disabilities in the 4th through 8th grade. Our classroom is run very differently in regards to lessons as each child has a curriculum specifically catered to their needs. A couple times a days, there are times when two or three children are at approximately the same level and can be taught as a group. To begin my day, I work with one child for reading. We use the Edmark reading programs which are designed directly for children like the students in our classroom. This program is used on two of the children every day and a few other students in the building for interventions, which I do in the afternoons. Although the main part of my day is teaching the special needs children, I am pulled to do interventions 4 days a week. I enjoy the interventions because working with the same children for so many years does get monotonous. So a change of pace is lovely. This is another way our classroom differs from other. We are completely self-contained. We rarely ever leave the classroom from 8am-3pm. Most of these students need so much extra instruction, we do not plan for much else. A lot of our curriculum is used for interventions anyway, therefore I have been trained and attended conferences for them. It is easy for them to pull me out to do interventions in the afternoon instead of having to train others. I enjoy working with them and collecting the data they need. I enjoy tracking their progress and reaching goals with the children.
3. What are the most frequently used teaching/learning strategies you employ in the classroom
Although we tend to use many strategies to keep the kids on their toes, I believe we use a direct instruction most often. For most of the specialized programs we use, the students have done them many years in a row. We do not let them move on from a lesson or concept until we have assessed them and a 100% is earned. With students like our, they regress so much that teaching and reteaching children is very common. This is my 5th year in this room and some students remain in the same programs because of their ability to retain information. They do make gains and achieve their goals, however an absolute mastery of concepts is not always an easy task.
4. What is your philosophy about teaching and learning?
5. What are your own learning styles? I am a visual learner. I need to see things as I learn.
6. What teaching methods do you use the most in your classroom? See #3
7. How do you identify students for the special education program in your school and 8. What is the selection process for special education in your school (district)?
Our district has implemented RTI as the data based way to nominate certain children for special education. The children have to be progress monitored and go through the tiers before being a staple in a pull-out special education class. The children in my classroom, however, are in our program because of their specific diagnosis and although we do have to keep track of all data, there is no RTI tier for them to go through as they are not expected to ever catch up to their age or grade level.
9. How critical is your role in this identification/selection process?
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
11. If you have still also teach non special education children how does your teaching style differ between special education and non special education students. We only have Special Education Students
12. How often are IEP's created without the participation of the student's parents. In my experience with them, which is only a few children each year, about half of the parents participate. Some trust us to figure out the best plan for their child and unfortunately some do not care much. It is equally hard to get parents to attend parent-teacher conferences.
13. Do you believe we as a district (What district? There are so many in the area?) are identifying all students with special needs or are there some still falling through the cracks.
I believe that any school that has implemented RTI should catch the children's needs and not allow for them to fall through the cracks. Data is collected on EVERY child therefore, EVERY child is evaluated on a regular basis not only by the classroom teacher but by the team, Title 1, Principals, Special Education Administration, and in some cases even the Superintendent. This does not mean that they always get the interventions and services they need 100% of the time, however, their needs are noticed and the staff will do their best to provide as many services as time allow. I do not think very often a child "falls through the cracks." If that happens it would be a sad day for that school as the child would have had many teachers and aides through the years that should have caught on a reported an issue. I would believe that a child's needs could go unnoticed for a short time because of the large class sizes however a complete "falling through the cracks" scenario should never happen.
I was actually pretty surprised by Gina’s experience it seems more in line with what I thought Special Education was back when I was in high school and even when I started out as an education major at Illinois State University back in 1998. My mental model of special education was essentially self contained classrooms where special education and non special education students didn’t mix much. Since going back to school and specifically this course I’ve seen that for the most part current academic thinking says that inclusionary classrooms with individual help gives students the best chance to succeed with their work and develop better social relationships.
The special education teacher that I interviewed is Melinda Lower who is a special education teacher at the Eastland High School. The interview was conducted on Monday, November 29, 2010. I will type out her answers to the questions in a summary format.
The first question that I asked Mrs. Lower was how a general education teacher can teach special education students. She said that teachers can utilize differentiated instruction as they become aware of how the different students in their classrooms learn. When teachers utilize different and multiple learning strategies more than just the special education students will benefit. I then asked Mrs. Lower how her classroom is conducted differently than the other teachers’ classrooms. She said that a big difference is that she is working with much smaller groups of students. The largest group of students that she is working with at one time is a group of six students. She also stated that the students that come to her use a different curriculum than the general education students would use in which the text is written in a much lower reading level and it is very explicit. This means that the material is covered in a very step by step manner and is very repetitive.
The next question that we covered was what the most frequently used teaching and learning strategies were that she used in her classroom. Mrs. Lower told me that she uses a lot of modeling and thinking aloud strategies and also a lot of explicit teaching. With these strategies she goes through things very explicitly and models the concept or problems for the students while also thinking aloud with them. Then she steps back and lets the students try the problems on their own coming in and doing more thinking aloud when the students need help.
When discussing Mrs. Lower’s personal philosophy on teaching and learning she stated that she believes that we all have to be lifelong learners if we want to keep up in the real world. She also believes that everyone can learn, they just learn in different ways and at different rates. Mrs. Lower herself is more of a visual learner, but she also likes to do a lot of highlighting and taking notes. She feels that the more ways or methods that a person can get the information, such as hearing it, seeing it, writing it, and doing it, the better that information will stick in their minds.
We then talked about how the Eastland School District identifies students for the special education program. She said that this is something that has just changed this year. In the past parents and even teachers could ask that a student be tested if they noticed problems or trends in their performance. The change that has taken place at the high school level is that now all incoming freshman have to take a short test in math and reading and are placed in interventions if they have a low score. Their interventions take place during Activities Hour which is a twenty-five minute period at the end of each day. The students will go to the Math or English teacher for their intervention and those teachers work with the students on learning strategies. Mrs. Lower’s role in all of this is a lot of paperwork. She keeps track of all of the interventions and data and utilizes the AIMS web program. She is also on the team that meets once a month with the Math and English teachers to go over the interventions that they have done and give them any suggestions on strategies that they can utilize and also answer any questions that those teachers may have for the RTI team.
In summary, Mrs. Lower’s role has changed a lot in just the past year and the students that she sees at the high school level are ones that have been in the special education system from a young age. More often than not by the time students get to the high school they are testing out of the special education room as they have learned how to deal with the disability or utilize the learning strategies. If a student would be just coming in to the special education at the high school level, then it would be a failure in the system. Mrs. Lower’s philosophy is one the every teacher should embrace in that everyone can learn, it is simply a matter of how they learn best.
This is the remaining 3 questions my interviewee answered today.
4. What is your philosophy about teaching and learning?
I am still developing my own personaly philosophy because there is so much to learn. I feel as if I will know more with more experience.
9. How critical is your role in this identification/selection process?
I have no role in this as I am only a paraprofessional.
10. How does your school (district) handle the identification/selection of the 'hidden' gifted such as students of color, students with disabilities?
I do not understand this question. Hidden gifted? How are students of color hidden? Why does it matter what color they are? Arent most disabilties medically diagnosed? I dont see them as hidden.
My classroom is the classroom for students with disabilities. Most students with learning disabilities are in the general special education classes. Our classroom is for most other types.
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