COMPILATION OF REPORT IN FOUNDATION OF SPECIAL AND responding inappropriately to questions or experiencing

INCLUSIVE EDUCATION difficulty articulating them. The child might also have a
Final Term –SY 2019-2020 peculiar voice, intonation, pattern of speech or challenges
with pronunciation.
Hearing impairment Selective Hearing
Hearing impairment, deafness, or hearing loss refers to the Although it is relatively normal for children to "tune out" some
total or partial inability to hear sounds. Symptoms may be statements or commands from adults in authority, many
mild, normal, severe, or profound. A patient with a mild children who seem to ignore their parents are unable to hear
hearing impairment may have problems understanding them. The American Academy of Pediatrics reports that
speech, especially if there is a lot of noise around, while those children with hearing loss might be able to hear certain sounds
with normal deafness may need a hearing aid. Some people and pitches. Hearing-impaired children are often unable to
are severely deaf and rely on lip-reading to communicate with hear their names when called, and their behavior can be
others. People who are profoundly deaf can hear nothing at all mistakenly labeled as inattention or behavioral misconduct. A
and can find themselves totally reliant on lip-reading or sign hearing test or developmental evaluation can help to
language. determine the cause or nature of a child's selective hearing.
In the United States, around 15 percent of people over the age Behavioral Characteristics
of 18 years report some level of hearing loss. Deaf and hearing-impaired children can develop a variety of
Mild- Mild hearing loss means a person might struggle to hear behavioral symptoms. Many children will turn up TVs or radios
some conversation, the sound of a clock ticking or birdsong to an inappropriate volume in an attempt to compensate for
Normal- Normal hearing range includes sounds as quite as a their sensory challenges. Children struggling with deafness
tap dripping, leaves rusting on a tree in the wind or the sound may also closely watch their peers to emulate behavior and
of footsteps. body language -- a symptom known as echopraxia. The
Serve- Serve hearing loss and could means struggling to hear a American Academy of Pediatrics notes that hearing-impaired
dog barking, a baby crying, most conversation or loud traffic children might appear dizzy or disoriented because the nerves
Profound- People with profound hearing loss will struggle to in the ears also control balance. Academic problems and
hear even the loudest sound, including a jet engine or irritability are also common symptoms of hearing loss in
pneumatic drill children.
Types of Hearing Impairment Differential Diagnosis
•Conductive Hearing Impairment - A conductive loss refers to Some children who appear to have the characteristics of
a decrease in sound cause by a problem in the outer or middle hearing loss might suffer from unrelated disorders. Behavioral
ear and emotional disturbances can cause speech delays and
•Sensorineural Hearing Impairment- A sensorineural loss social difficulties, which might be mistaken for challenges with
refers to a problem located in the inner ear or a long the nerve hearing or sensory processing. Autism also manifests with
pathway between the inner ear and the brain. many symptoms similar to hearing loss, including selective
•Mixed Hearing Impairment- A mixed loss refers to a hearing, language delays and abnormal speech patterns,
conductive loss and sensorineural loss occurring at the same according to MayoClinic.com. Only a professional evaluation
time can correctly identify the cause of these symptoms and
Characteristic of Hearing Impairment characteristics.
Speech Delays Educational Placement of Hearing Impairment
Delays in the development of speech and language are classic There are diverse educational placements for deaf and hard of
symptoms of hearing loss and deafness in children. The Palo hearing children. There are residential schools, charter
Alto Medical Foundation notes that many children are first schools specializing in bilingual/bicultural education, day
diagnosed with hearing impairment in infancy or as toddlers. schools where sign language is used, day schools for deaf
Children who do not say single words by age 1 or two-word children that emphasize spoken language only, and
phrases by age 2 might suffer from hearing loss. A toddler with neighborhood schools, some of which have programs for deaf
normal hearing can typically name familiar objects, follow and hard of hearing students. The NAD supports a continuum
simple commands, and recognize the names of family of alternative placements that will meet the needs of each
members by 15 to 24 months of age. Children with poor individual child.
hearing might be unable to communicate because they can Blindness and Low Vision
not understand or imitate spoken language. When diagnosed Low Vision- is the loss of sight that is not correctible with
and addressed early, children with early childhood speech prescription eyeglasses, contact lens, or surgery. This type of
delays generally catch up to their peers. vision loss does not include complete blindness, because there
Communication Difficulties is still sight and it can sometimes be improved with the use of
Children with mild to moderate hearing impairment may visual aids.
develop speech and language at roughly the same time as Blindness- is a lack of vision. It may also refer to a loss of
their peers. However, they might still struggle to communicate vision that cannot be corrected with glasses or contact lenses.
and speak normally. According to the Palo Alto Medical
Foundation, children who are preschool-aged and older might
manifest language-related symptoms of hearing loss such as
The Process of Normal Vision DIFFERENT STRATEGIES IN CURRICULUM AND OTHER
 Light enters the eye through the cornea. This is the clear, SUBJECT MATTER
dome-shaped surface that covers the front of the STRATEGIES FOR INCLUSIVE TEACHING
eye.  Promoting inclusion, reducing stereotype threat, and
 From the cornea, the light passes through the pupil. The fostering a growth mindset
iris, or the colored part of your eye, controls the amount 1. Include Diverse Content, Materials, And Ideas
of light passing through.  Select topics and materials that reflect contributions
 From there, it then hits the lens. This is the clear structure and perspectives from groups that have been
inside the eye that focuses light rays onto the retina. historically underrepresented in the field
 Next, light passes through the vitreous humor. This is the 2. Create An Inclusive Environment
clear, jelly-like substance that fills the center of the eye.  When talking with students during class,
It helps to keep the eye round in shape. communicate clearly—starting on the first day of
 Finally, the light reaches the retina. This is the light- semester – about what you expect to happen in the
sensitive nerve layer that lines the back of the eye. Here classroom, including your expectations for respectful
the image is inverted. and inclusive interactions
 The optic nerve is then responsible for carrying the signals 3. Encourage A Growth Mindset
to the visual cortex of the brain. The visual cortex turns  Help students develop a growth mindset by speaking
the signals into images (for example, our vision). with about the extent to which experiences of
Types and Causes of Problems of Vision academic faltering can provide opportunities to grow
Nearsightedness (called myopia) is when you can see clearly and improve.
up close but blurry in the distance. 4. Engage In Collaborative Planning And Teaching
Causes: Myopia occurs when the eyeball is too long, relative to  No classroom is an Island, especially an inclusive
the focusing power of the cornea and lens of the eye. This classroom. Opening up your classroom to service
causes light rays to focus at a point in front of the retina, providers, special education teachers, and parents
rather than directly on its surface. gives you valuable opportunities to participate in
Farsightedness (called hyperopia) is when you can see clearly collaborative teaching
in the distance but blurry up close. 5. DEVELOP A STRONG BEHAVIOR MANAGEMENT PLAN
Causes: A flat cornea is one cause of farsightedness. You can  Having a successful inclusive classroom depends upon
also be farsighted if your eyeball is shorter than normal. This having control of your classroom. It is essential to
causes light to focus beyond your retina instead of on it. have clearly communicated expectations and goals
You’re more likely to be farsighted if your parents are. that are accessible to all students
Presbyopia is when your eyes gradually lose the ability to see 6. STRIVE FOR EQUALITY OF ACCESS TO INSTRUCTION AND
things clearly up close. It usually appears around age 40, ASSISTANCE
causing blurred vision when reading small print or using digital  Help your students learn about academic and non-
devices. academic assistance and resources that are available
Causes: Presbyopia is caused by an age-related process that at the University. Keep in mind that all students will
results in the hardening of the lens of your eye. not be equally aware of—or equally comfortable in
Astigmatism is a common vision problem caused by an error seeking out
in the shape of the cornea. With astigmatism, the lens of the  Ensure that assistance provided outside of class is
eye or the cornea, which is the front surface of the eye, has an equally available and accessible to everyone (e.g., if
irregular curve. you share information with one or a few students
Causes: It’s not known what causes astigmatism, but genetics regarding how best to approach an assignment,
is a big factor. It’s often present at birth, but it may develop repeat this information to the entire class).
later in life. It may also occur as a result of an injury to the eye 7. GATHER AND USE FEEDBACK TO REFINE AND IMPROVE
or after eye surgery. Astigmatism often occurs with YOUR STRATEGIES
nearsightedness or farsightedness.  Ask a colleague or Teaching Center staff member to
Crossed eyes (strabismus) is a condition in which both eyes do observe your teaching. Consider suggestions about
not look at the same place at the same time. It usually occurs how to encourage increased participation and
in people who have poor eye muscle control or are very inclusion of diverse contributions, and what factors
farsighted. might be perceived as barriers to participation and
Causes: Strabismus can be caused by problems with the eye inclusion. Identify adjustments you can make to
muscles, the nerves that transmit information to the muscles, minimize the latter.
or the control center in the brain that directs eye movements.  As you build your teaching expertise, practice a
Cataract-is a clouding of the normally clear lens of your eye. “growth mindset”–be open to the possibility of
Clouded vision caused by cataracts can make it more difficult learning from mistakes and welcome the opportunity
to read, drive a car (especially at night) or see the expression to learn as much as you can from your diverse
on a friend's face. students
Causes: Most cataracts develop when aging or injury changes MANAGEMENT AND ORGANIZATION OF CLASSROOM SPACE
the tissue that makes up your eye's lens
 If students commonly work in the same PowerPoint presentations, use the first
group, assign each group a container slide to identify the title and the second
(dish tubs, baskets, and trays work well) slide the goals; this not only organizes
that they can send one member to the students, but also reminds the
retrieve and return for each activity. It teacher as well.
gives the students an incentive to treat Post fire and tornado information in the
the common supplies well. room. Include labeled maps of where to
Place scissors, tape, stapler, hole punch, Emergency go when exiting the classroom for
calculators, rulers, and other commonly Procedures tornado and fire drills/emergencies.
needed items in a common place that Know the location of the nearest fire
students can access on their own. extinguisher and fire alarm pull.
Have a can of sharpened pencils near the Train students to know what to do in an
Materials pencil sharpener. If the lead breaks emergency situation.
during class, a student can place the Clearly label the office call button so
pencil in the can and retrieve a substitute teachers can immediately
sharpened one. At a more appropriate identify it if an emergency occurs.
time (e.g., end of the lesson) the student Keep a list of all students who may
can return the borrowed pencil and require medical attention in your grade
sharpen the one that was left book. Know the protocol for what to do,
(Thompson, 2002). HINT: The teacher for example, diabetics, bee stings,
may not have to buy the initial pencils, epileptic seizures, etc. As appropriate,
since pencils frequently can be found on alert substitute teachers.
the floor when they have rolled away If in a specific-use classroom, such as
under another desk. Just tell your science, know how to operate the eye
custodian where retrieved pencils can be wash station and shower, the location
placed for student use. of the emergency shut-off valves in the
Keep extra school supplies on hand for room, and where safety equipment is
students who forget or run out of their stored.
own. Also, this is helpful when a new Display a poster with the basic flow of
student arrives in class who may not the day (i.e., bell changes in secondary
have all the supplies needed. school or in elementary school when
Set up numbered work stations with Schedules reading, math, resource classes, lunch,
necessary supplies and assign students to science, social studies, etc. occur).
matching work groups. This works well Write a daily agenda for students to
when students must go to the equipment know what to expect in terms of the
(e.g., science lab) versus taking the day's objective (see Chapter 5 on writing
equipment to their desks. informational objectives), activities, and
Work Set up collection trays for finished work homework. Note any changes in the
Assignments labeled with either the subject for regular daily schedule in this location.
elementary classrooms or periods for Create a Web page with weekly
secondary classrooms. assignments listed and hyperlinks to
Create wall organizers with identified possible resources.
bins for class assignments so that Have a board for “works in progress”
students can pick up missed work after a where students can post work on which
late arrival or an absence. Classroom Displays they want constructive criticism from
At the secondary level when there are their peers (Thompson, 2002). Students
multiple preps separated by brief breaks, wind up keeping this board ever
it can be helpful to have a plastic file changing.
folder holder affixed to the wall so the Use a blend of student-made and
Lesson teacher can pull the necessary folder. commercial products to display on the
Plans Keep plans in a binder that has divider walls. An art portfolio works well to keep
pages for the different subjects/periods. posters flat and poster board can be
Use plastic page protectors to hold tabbed with headings of different units,
copies of handouts and transparencies so the teacher can pull out new material
(make sure to have the “crystal clear” as appropriate for display.
sleeves or else the transparency will have
to be removed from the sleeve).
Organize lesson plans electronically. If USING INSTRUCTIONAL TIME EFFECTIVELY
the room is equipped with a monitor for
The clock seems to manage every school day. The daily  Crowd control. Letting students move from one place
schedule is based on a variety of factors, such as state- or to the other. Try moving them in smaller groups. Be
district-mandated time periods for a given subject, bus sure to mix it up so they don’t anticipate who they
schedules, local school schedules for special classes, lunch will be able to start something with.
periods, and teacher planning time. Wong and Wong (1998)  Notice without naming. This trick it works like a
describe four different types of school-day time: charm, every single time. Say in your teacher voice, I
 Allocated time - The total time for teacher instruction notice six people have their notebooks and pencils
and student learning. out.” Suddenly, ten more have their pencil and
 Instructional time - The time teachers are actively notebooks ready. “Okay, let’s see. Seventeen people
teaching. are ready.” Lo and behold, the whole class is poised
 Engaged time - The time students are involved in a for the lesson. Everyone wants to be noticed. Be sure
task. to make eye contact with the child who will blurt,
 Academic learning time - The time teachers can “Notice me!
prove that students learned the content or mastered  Make it fun. Have the class tiptoe or walk like a
the skill. zombie to where they are going.
 Transition time - usually defined as the non Let them try to whistle as they wait. Have a quiet
instructional time before and after some instructional contest.
activity. Keep it light and they will look forward to the
 Perseverance - usually defined as the amount of time transitions rather than losing control.
a student is willing to spend on learning a task or unit  No whining or complaining allowed. The classroom is
of instruction. not a minivan. It is not even a democracy. A
 Pace - usually defined as the amount of content simple, “I know no one wants to stop right now, but
covered during some time period we have more things to accomplish today” goes a
long way. When the whining begins just practice that
Elementary school schedules are generally determined by freeze tactic of waiting. Use your most impassive
three factors: the number of instructional minutes for teacher face. Don’t respond to the whine. YOU are in
each subject area as mandated by the district or state; charge.
special class schedules, such as music, art, physical  Practice, Practice, Practice
education, and library; and the overall school schedule as
dictated by bus schedules, lunch times, and so forth. UNDERSTANDING BEHAVIOR AND ADJUSTMENT PROBLEM
OF CHILDREN WITH SPECIAL NEEDS
MANAGING TRANSITION: Behavior problems at school interfere with lessons and disturb
One of the hardest things to master as a new teacher other students. These problems often overwhelm teachers,
is a smooth and quiet transition from one task to another. The particularly novices, and some consider them the most difficult
class can turn from calm to chaos in the blink of an eye, as aspect of a teacher’s work day. Children who exhibit behavior
soon as you make a change in what you are doing. problems invariably require extra attention, which places
strain on teachers and slows the pace at which lessons are
Here are ten tips on how to build smooth transitions into your offered and completed
classroom routine:
1. Give notice before it time to make a change. By Autism Spectrum Disorder (ASD)
announcing to the class before making a transition, Autism Spectrum Disorder refers to a developmental disability
you allow them time to get ready. that significantly affects communication (both verbal and
 Make personal contact with hard-to-transition kids. nonverbal) and social interaction. These symptoms are
You know who doesn’t understand or like transitions. typically evidence before the age of three and adversely
Take a moment to stop by his desk to guide him to affects child’s educational performance. Other identifying
get ready to make the change. characteristics of those with ASD are engagement in repetitive
 Teach them to freeze, or at least, stop talking. Use a activities/stereotyped movements, resistance to change in
variety of ways. Hand signals, call and response, environment and daily routine and unusual responses to
spelling the word “quiet,” or a sound such as clapping sensory stimuli.
or ringing a chime.
 Give an honest amount of time to put things away. Be Deaf-Blindness
realistic about how much time it takes to put books Deaf-Blindness refers to concomitant visual and hearing
away or clean up after a science experiment. It gives impairments. This combination causes severe communication,
everyone the chance to do it right. developmental and education needs that cannot be
 Avoid too much empty transition time. Let everyone accommodated through special education programs solely for
know what to do or where to go next. If they are those children with blindness or deafness.
done quickly, consider letting them stay put and talk
quietly until you are ready to give instructions. Deafness/Hearing Impairment
Deafness means a child’s hearing impairment is so severe that sustaining attention. They struggle with starting projects, and
it impacts the processing of linguistic information with or even simple school tasks can overwhelm them. These children
without amplification and adversely affects a child’s often require extra attention from teachers, so normal school
educational performance. Hearing impairment refers to an lessons take longer to complete, and students without
impairment (fluctuating or permanent) that adverse effects a learning or other behavior problems become bored and
child’s educational performance. frustrated.

Developmental Delay Disruptive Behavior

Developmental delay is a term designated for children birth to Disruptive behavior by one student also encourages other
age nine, and is defined as a delay in one or more of the students to do the same, which compromises the teacher's
following areas: cognitive developmental, socio-emotional authority and ability to control the group. The learning process
development, behavioral development or communication. for other students is affected when one or more students
Behavior problems at school interfere with lessons and disturb behave in a disruptive manner. Constant interruptions can
other students. These problems often overwhelm teachers, interfere with focus.
particularly novices, and some consider them the most difficult
aspect of a teacher’s work day. Children who exhibit behavior Oppositional defiant disorder (ODD) refers to a recurrent
problems invariably require extra attention, which places pattern of negative, defiant, disobedient and hostile behavior
strain on teachers and slows the pace at which lessons are toward authority figures lasting at least six months.
offered and completed. To be diagnosed with ODD four (or more) of the following
symptoms must be present:
Sensory Processing Disorder  often loses temper
Children with sensory processing disorder can be disruptive in  often argues with adults
the classroom because they are unable to keep pace with daily  often actively defies or refuses to comply with adults’
lessons. They might walk around or talk at inappropriate requests or rules
times, and their special needs divert the teacher’s attention  often deliberately annoys people
from the set program. Children with this disorder find it  often blames others for his or her mistakes or
difficult to organize and make sense of the sensory misbehavior
information that their brain receives from the world around  is often touchy or easily annoyed by others
them. Normal activities can seem confusing and overwhelming  is often angry and resentful
to them. They often have problems learning and prefer not to  is often spiteful or vindictive.
play with classmates during recess. These behaviors must be exhibited more frequently than in
other children of the same age and must cause significant
Aggressive Students impairment in social, academic or occupational functioning to
Aggressive behavior is a serious problem and is disruptive to a warrant the diagnosis.
supportive and safe learning environment. Physical aggression Conduct disorder (CD) involves more serious behaviors
can be violent, even between young students, and both pupils including aggression toward people or animals, destruction of
might get hurt. Aggression between students in the classroom property, lying, stealing and skipping school. The behaviors
or playground disrupts all other activities and negatively associated with CD are often described as delinquency.
affects teachers and other students. Apart from the initial Children exhibiting these behaviors should receive a
disruption, the after-effects of physical fighting remain with comprehensive evaluation.
sensitive pupils and interfere with their school day.
ESTABLISHING CLASSROOM STANDARDS AND APPROCHES
Inappropriate Language TO BEHAVIOR CHANGE
Although fairly commonplace in the classroom, inappropriate Guide questions:
language does not belong in school and is offensive to many  Are children with disabilities expected to observe
students and teachers. Students may use foul language to standards and rules?
impress their classmates or to get the attention of their  How can you teach a disruptive child to obey?
teacher. Some students use inappropriate language to express Anarchy
frustration or anger, while others use this type of language - According to Hardin, anarchy is the lowest level of social
because it is normal in their home environment. In all cases, behavior and classrooms operating in this are without social
teachers should dissuade students from swearing in either the order or are in chaos.
classroom or on the playground. RULES
 Needed in all classrooms for smooth operation
Inattentive Students/ ADHD  Do not change from day to day
Inattentive students tend to fall behind their classmates unless  Cannot be negotiated and have to be followed
appropriate steps are taken. In certain cases, students may precisely
suffer from attention deficit hyperactivity disorder, which  Create an environment that is predictable
causes them to have difficulty controlling their behavior. These  Reduces anxiety and discomfort since students know
students experience difficulty in organizing school work and what is expected of them in the environment
  For safety and health issues, things about which there elements of the classroom, making it more productive
can be no arguments environment for its users.
Special Education Classroom  Classroom Management refers to the wide variety of
 In special education settings, rules are used to skills and techniques that teachers use to keep
encourage appropriate behavior and prevent students organized, orderly, focus, attentive on task,
inappropriate behavior. and academically productive during class.
 Children with special needs especially those with  This technique can avoid the disorder and
Autism Spectrum Disorder and Attention squandered time that can characterize the beginning
Deficit/Hyperactivity Disorders need a predictable of class period
learning environment.
 The unpredictability of classroom events causes
insecurity, discomfort and anxiety among them. This 20 Strategies of classroom management techniques
can trigger hyperactivity, impulsivity or stereotypic  Model ideal behavior –make a habit of demonstrating
behaviors. behavior you want to see to your students
 Rules may vary from one classroom to another but no  Let students help establish guidelines – encourage
class can function smoothly without them. student to build a classroom rules.
 Document rules – don’t let your mutually – respected
Disruptive behavior in the classroom guidelines go forgotten
Talking  Avoid punishing the class- address isolated behavior
 Noise in the classroom is disruptive to the teacher issues instead of punishing an entire class
and other students.  Encourage initiative- promote growth mindset, and
Arrivals and departures inject variety into your lesson, by allowing students to
 When a student arrives late, the classroom is work a head and deliver short presentation
disrupted as the teacher acknowledges the student.  Offer praise – praise students for job well done, as
Disruptive Noises doing so improves academic and behavioral
 Excessive noises are distracting to other students and performance
teachers.  Use nonverbal communication – complement words
Other Behaviors with actions and visual aids to improve delivery
 Passing notes with other classmates  Hold parties – throw an occasional classroom party to
 Sleeping acknowledge students hard work.
 Eating  Give a tangible rewards – reward specific student at
 Cheating the end of each lesson, in front of the class
 Teachers have to take time away from other students  Making positive letters and phone calls – keep the
to address the behaviour and implement appropriate students happy in and out the calls
consequences.  Build excitement for content – start lesson by
Strategies to handle a disruptive student previewing particularly –exciting parts, hooking
 Prevention first student’s interest from the get go.
 It is the best way to handle a disruptive student.  Offer different types of free study time – provide a
 Stay calm and emotion free range of activities during free study time to appeal to
 A teacher should never yell at a student or tell a students who struggle to process content in silence,
student to shut up. individually.
 Be firm and direct  Write group contracts –help student group work
 The worst thing a teacher can do is to ignore a smoothly and effectively by writing guidelines, having
situation. everyone sign
 Listens Carefully to students  Assign open- ended projects – encourage students to
 Do not jump to conclusions. If a student has tackle open ended projects- projects that don’t
something to say, then listen to their side. demand a specific product to allow them to
 Remove Audience demonstrate knowledge in ways that inherently suit
 Never intentionally embarrass a student or call them them.
out in front of their classmates.  Give only two marks for informal assessment –
 Give students ownership consider avoiding standard marks on informal and
 Student’s ownership offers individual empowerment formative assessment
and potentially has the greatest impact on behavior  Use EdTech that adjust to each stundent- educational
change. technology that adopts to their needs.
 Interview students – learn how to better manage
CLASSROOM MANAGEMENT AND ORGANIZATION are them
intertwined. While rules and routines influence student  Address bad behavior quickly – avoid hesitation when
behavior, classroom, organization affects the physical you must address bad behavior
  Consider peer teaching – use peer teaching as a  Meet all the requirements of the Bachelor of
classroom management strategy Elementary Education with Specialization in Special
 Gamify personal learning plans- motivate students on Education with academic credits on required subjects
personal learning plans by gamifying those plans as from a university recognized by the Philippine
studies government (National Competency-Based Teacher
Standards)
How does the class room management affect students’  A graduate of BEEd in Special Education needs to pass
behavior? the Licensure Examination for Teachers in order to
 Creating an orderly learning environment that practice as a teacher in the Philippines. The
enhance student academic skills examination is given by the Board of Professional
 Competencies to their social and emotional Teachers under the supervision of the Professional
development Regulation Commission (PRC)
 Increase student success.
Personal attributes and qualities of a special education
THE SPECIAL EDUCATON TEACHER IN THE 21ST CENTURY teacher
RESEARCH, ISSUES, AND FUTURE DIRECTIONS  Love and Acceptance
 Very recently teacher education programs have -order to relate to any child, you must be able to love and
included special education as a major program in accept them as they are. This is especially important for
response to the increasing special needs population special needs children. Regardless of their capabilities or
and heightened public awareness of the need to behavior each child is unique and worthy of your notice.
educate them.  Organizational skills and Intuition
 The graduates under this program are the -As is the case in any kind of education, students need
professionals who provide day-to-day instruction and structure to succeed. But with special needs students,
other support for students with disabilities or structure is all the more important. The special education
exceptionalities. teacher must provide the class with a physical and academic
 They are expected to teach either a special education structure favorable to learning. Whether the child is dyslexic,
self-contained classrooms, inclusive education physically or mentally handicapped or has some auditory
settings or other delivery services such as resources learning disabilities or other injuries, students may be
rooms, and other itinerant placements. incapable of expressing their feelings or communicating their
 We /they are, literally speaking,” the new breed of needs.
educators”.  Creativity and Enthusiasm
 Yet, to be more effective, we must be a good teacher. -The ability to think out of the box and combine both
Good teachers are highly qualified and possess creativity and enthusiasm are signs of the makings of a
desirable personal attributes and qualities. fine special education teacher. The ability to put difficult
concepts in plain and interesting words or display a
Personal and Academic care complexity in simple form is often the most effective trait
 Extending help in school work a special education teacher can possess.
 Valuing individuality  Confidence and Calm
 Showing respect -Many special needs students suffer intellectual
 Treating students fairly disabilities and emotional disturbances and when special
 Exercising patience education teachers are not calm, kind, confident and
 having humor helpful, even in difficult situations, students can lose their
 They are able to maintain order tempers and become violent.
 Provide limits of behavior  Humorous and Easygoing
 Create an environment where students feel safe •Be -Special education teachers with a fine sense of humor
strict without being mean and easygoing manner will more easily be able to cope
How to become a SPED teacher? with the stress of teaching special needs kids.
 Meet all the requirements of the bachelor of elementary  Dedication and Optimism
education with specialization in the special education, a -Sometimes even the simplest task can become long and
curriculum set by the NCBTS (national competency-based difficult for a student to master. It is at times like this that
teacher standards) teachers must offer hope and encouragement by
 Earn a state of certificate or licensure in teaching special celebrating any and all victories no matter how big or
education after graduation. small the accomplishment. It is important to remember
how frustrating it would be for you to have to try so hard
to master subjects, techniques or actions.
What are the professional qualifications of a special  The ability to establish positive interpersonal
education teacher? relationship for students.
 bachelor’s degree in special education
 a state-issued certification or license
  The ability to exercise the authority and to provide  Act promptly and decisively when inappropriate
structure without being rigid, threatening and behaviours are encountered.
punitive.  Maintain a trusting, open and equal relationship with
 The ability to make learning fun by using innovative each special education and general education
and creative pedagogical strategies. students so students can see her as another teacher
instead of "Special Education teacher"
PROFESSIONAL QUALIFICATIONS FOR A SPECIAL EDUCATION CAREER OPPORTUNITIES FOR GRADUATES OF BEED IN
TEACHER SPECIAL EDUCATION IN THE PHILIPPINES
 A greater need to understand how they go about learning  SPED Teacher
in a world where information, both good and bad, is so  SPED Facilitator/Speaker Day Care Supervisor
readily available.  Instructional Materials Consultant I
 A greater need to be creative in developing curriculum  Instructional Materials Developer
that has value in and of itself to as many students as  SPED Researcher
possible (relates to 1.)  Seminar Trainer
 A greater need to develop meaningful professional  Textbook Writer
relationships with students to gain the trust in my  Module Writer
expertise that they are less ready to give automatically.
 Earn a bachelor’s degree in special education.
 Complete a student teaching internship in a special
education classroom.
 Take your state’s required tests for special education
teachers.
 Apply for your teaching license.
 Begin applying to open special education positions.
Principles of Effective Professional Development
Focuses on the development of teachers’ subject matter
knowledge, knowledge of students, and subject-specific
pedagogical knowledge.
•Emphasizes deep conceptual understanding of content and
discipline-based methods of inquiry.
• Provides multiple perspectives on students as learners.
• Develops teachers’ subject-specific pedagogical knowledge.
• Treats teachers as active learners who construct their own
understandings by building on their existing knowledge and
beliefs.
 Is grounded in situations of practice. Takes place in
professional communities where teachers have the
opportunity to discuss ideas and practices with colleagues.
Uses with teachers’ instructional strategies and assessment
practices that teachers are expected to use with students.
 Is most effective when teachers take an active role. Is an
ongoing, long-term effort spanning teachers’ professional
lives.
 Professional development should emphasize more than
the fundamental facts, concepts, and procedures of a
discipline. It also should help teachers understand the
particular methods of inquiry in their discipline, know
discipline-specific ways to reason and communicate, and
understand the relationships of the discipline to other
school subjects and to societal issues

ROLES AND RESPONSIBILITIES OF A SPED TEACHER

 Make sure students understand what they are

learning.