Interview Special Education Teacher Edited Essay

As a prerequisite to writing my Individual paper for Orientation to particular(a) Child class, I interviewed Latoya Pearson, who is a Special nurture teacher at Homewood High School here in Homewood, Alabama. Mrs. Pearson attended The University of Alabama where she majored in Psychology and minored in Biology. Mrs. Pearson began working at Homewood High School in 2006 with an emergency teachers certification in Special command. Mrs. Pearson after received a Masters in Special didacticsal activity in 2008 from The University of Montev altogethero. Mrs. Pearson started the interview by asking what field of didactics I was move and why I chose this field.I pardoned to Mrs. Pearson that I am pursuing a Masters in Special teaching method from The University of Phoenix. I told Mrs. Pearson that I chose this field beca go for I wanted to pursue a life where I would tolerate the largest impact on someones life. I alike mentioned that I get under ones skin always been awargon of kids being illegal and placed into excess statement classes who may not necessary acquire the service. I know that I have the patience and creativity to not only abet finicky require kids scarcely to help trace those who argon being displaced into special education as well.I throw out explained the purpose of this interview is to witnessthe responsibilities of teachers and support staff, classroom management techniques, and how the environment impacts schoolchilds at her check. Firstly, I asked Mrs. Pearson asked about the responsibilities of teachers and support staff at her school for the special education program. Mrs. Pearson stated that her school used inclusion position to integrate special necessitate kids with universal education kids. Mrs. Pearson works with a total of three teachers by dint ofout her school day. One teacher and Mrs. Pearson use both Team Teach and One Teach, One Drift. Mrs.Pearson and the normal education teacher sh atomic number 18 t he instruct responsibilities and in any case deliver the goods specialized, differentiated lessons for schoolchilds with interview with a Special Educa? on Teacher 2 special require. These co-teaching were through to present material in different ways so that special ask students would have access to the same learning requirements as early(a) students in the classroom. During One Teach, One Drift one of the teachers is walking to a greater extent or less redirecting that student who struggles in certain aras. At the beginning of the school year, Mrs. Pearson and the commonplace cultivation teacher discuss each others teaching styles and philosophies.They worktogether throughout the school year to build vibrancy to get to know each other on a more personal level. Rapport Building will help establish an effective conflict resolution plan. Mrs. Pearson serves as a imaginativeness for the other dickens teachers. In these classrooms, Alternative teaching is being used. Sh e will pull out kids that need extra assistance whether its a special needs student or a world-wide education student and provide them the support they need to complete their assignments. IEP team consist of the Special Education Teacher, global Education Teacher, Case Manager, Parents. Administration, LEA. Mrs.Pearson stated that she had to beg the General Education teacher to attend the IEP meeting. Very few wants to attend, and the ones who does attend most of them do not offer much help in the meeting. Mrs. Pearson also verbalize that most stirs do not attend the IEP for several reasons. There are some instances where parents do not have transportation, so a conference call is scheduled. Unfortunately when they make the call parents do not settlement the phone. Lack of support piece of ass be very frustrating because parent feedback is important to help implement an IEP that helps the students succeed in planetary education classrooms.Mrs. Pearson said that she was give n three Professional Development days a year to attend training. General Education teacher also has the opportunity to attend training. However, only 30% of the teacher choose to attend. General Education teacher expects the Special Education teacher to handle the special needs kids because they do not want to deal with the disruptive episodes. converse with a Special Educa? on Teacher 3 Though there are areas for improvement on the functions and responsibilities of general education teacher, Mrs. Pearson, and one general education has had success through Team Teaching andOne Teach, One Drift. Mrs.Pearson and have been able to implement the necessary aids and services that are call for for the children to succeed. Classroom Management techniques Secondly, Mrs. Pearson was asked to describe the Classroom Management Techniques such as Instructional and Behavioral allowance that are in place at Homewood High School. The Instructional accommodations and modifications that are in p lace gives special needs students fewer question and allow more time to complete than general education students.They may also take a student to the resource room to test so that they back concentrate and remove eachdistractions that may be preventing the student from staying on task. General education students are infallible to memorize formulas for math equation, whereas a special needs student is given the formulas on paper if it is needed. Behavioral accommodations and modifications in her school entangle verbal, and non-verbal cues to redirect the students. Students with behavioral problems are some times seated near role models in the classroom. Removing the student from the classroom and allowing them to de- escalate is another accommodation that in place for these students.Students are also allowed towrite out their feelings that will sometimes help teachers understand the childs frustration. The student is required to make two people who they piece of tail go to for h elp through their episode. With congruous Instructional and behavioral classroom management techniques, students should be able to understand and apply required learning objectives and outcomes. Environment Adaptation Interview with a Special Educa? on Teacher 4 Lastly, Mrs. Pearson was asked how Technology and strong-arm Environments adaptions help meet student needs at her school. Mrs. Pearson states that IPad, Dragon dictation, Google.Read Write, question Pop, and also teaching from Near Pods that gives instruction by videos are technologies that are used to help students with disabilities. Programs like Dragon dictation gives students who have deflect reading every word on a page with an e-book indorser and text-to-speech capability. Students are allowed to sit in class with headphones on, listen to the words as it reads it to them and then weigh in on core literature discussions. aid Technologies gives special needs students confidence, independence, and more willingness t o reach out to their teachers and peers to ask questions and collaborate. (Hayes 2013. ) gibe to Wallingord-Swartmore School District (n. d. ) Brain lead off engages students by explaining concepts in light skits that kids find enjoyable and easy to understand. Introduce a new lesson, explain a difficult concept, or mea incontestable student comprehension these are average some of the ways you can use Brain POP in a lesson. Nearpod emulates the teachers presentation and instruction on an iPads and it also permits collaborating voting and questions for students during a presentation. There are important times when teachers present new material to students, and with the iPads in their workforce makes.Nearpod a helpful resource. These technologies allow students better understand ideas and stay on track with the other students, the schools can better include special-needs students into general education classes. Interview with a Special Educa? on Teacher 5 The material Environm ent adaptions consist of General handiness and Classroom Environment. General Accessibility ensure students has physical access to the teacher and administrative spaces. The teachers make sure that students in a wheelchair can maneuver around the room without any(prenominal) restriction and can sit with the other students. (PhysicaEnvironment, n.d. ).Classroom Environment is just as important as Accessibility. Both teachers ensure the position themselves so that can hear the students and also be heard by students. They also make sure that there is proper lighting so that students can gain the teacher or any props the teacher uses in the class. These strategies were used to ensure that the environment is safe and secure for every learner. (Physical Environment, n. d. ). Conclusion Several general conclusions can be haggard from the results of this interview. First, the roles and responsibility of teachers and support staff is an area of improvement.Mrs. Pearson has one teacher wh o does a great good of Team Teaching, alone the other two general education teacher makes her handle all of the special needs kids. She is also assisting the general education students who are not special needs students still needs assistance in areas they are struggling in. The teachers not absent to participate in IEP meeting should be unacceptable. The teachers that do attend is not offering much help in the meeting. Mrs. Pearson stated that she feels that because the administrators were once general education teachers they tend to side with the general education teachers.For successful IEPs the general education teacher should receive more training and be required to be more productive in the meetings. Interview with a Special Educa? on Teacher 6 Classroom Management Technique has not changed substantially in response to co-teaching. Classroom instruction accommodation continues to sustain as a whole class and lecture-driven, and this has left special education co-teachers r eturning to fit the model and deliver assistance to students in need. Behavioral accommodation needs improvement as well. The Special Education is required to handle all disruptive episodes of special needs students.General Education lacks the knowledge to de-escalate these students. General Education should be required to take the necessary training on how to deal with these episodes so that they can have a better understanding of why student resolve with disruptive behavior. Physical Environment at her school seems to meet the needs and accommodates all students. They have a plan in place that ensures teachers can hear students and also be heard by students. It is important that the classroom is set up so that students in wheelchairs can navigate through the classroom the same as the general education students.They also make sure the boards, props, and video are visible to all students so that they have access to all of the learning material. I have learned a lot from the intervi ew with Mrs. Pearson. I will ensure to establish a plan to build rapport with all teachers and the beginning of the school year. I will also try to show administration the importance of all general education participation in the IEP meeting. I would love to try the Dragon program when I become a teacher to see how students interact with a program that will read loudly the material we are covering.Some students respond better whenthe material is read aloud to them. I also thought that the Nearpod app is very beneficial for students and teachers. Some student easily get bored in a classroom but with technology such as IPad that has Nearpod student are more probably to stay involved, and it also will encourage them to collaborate more with their peers and teachers.I have learned a lot of valuable information but I Interview with a Special Educa? on Teacher 7 eager to continue to learn more ways to collaborate with general education teachers and learn more class management techniques. Interview with a Special Educa? on Teacher 8 ReferenceEaton, K. (2013, April 17).Make a note of it Speech Recognition apps are getting better. The New York Times. Retrieved from http//http//www. nytimes. com/2013/04/18/technology/personaltech/dragon-dictation- and-other-speech-recognition-apps-review. html? _r=0 Hayes, H. B. (2013, March). How Technology Is Helping Special-Needs Students Excel. EDTech, (). Physical Environment. (n. d. ). Retrieved from http//www. tcd. ie/CAPSL/TIC/guidelines/environment/ Ripley, S. (1997, July). Collaboration between General and Special Education Teachers. Eric Digest, (), Interview with a Special Educa? on Teacher 9.