(That Greatly Affect the Intelligence of Special Learner)
A. Introduction
The purpose of this assignment is to interview a special education teacher in order to gain insight about methods and strategies applied to special learners. I interviewed Mrs. Felomina Salao Colansi. She is one of the best and fully dedicated Special Education Teachers at the New Era University. Her main functions are to teach, guide and advise special learners in Grade 4 and 5.
Teacher Fely (as her co-teachers and students called her) has been an adviser of special children for 1 year. She helps her students to be more equipped on their daily tasks in school either they are in full inclusion or mainstreaming or in one-on-one approach. I decided to interview her because she was readily accessible as a full time special education teacher. I heard that she was a very pleasant person and easy to work with. I went with the intention to talk to her about my report.
Teacher Fely (as her co-teachers and students called her) has been an adviser of special children for 1 year. She helps her students to be more equipped on their daily tasks in school either they are in full inclusion or mainstreaming or in one-on-one approach. I decided to interview her because she was readily accessible as a full time special education teacher. I heard that she was a very pleasant person and easy to work with. I went with the intention to talk to her about my report.
B. Instructional Strategies
Q: How is teaching related to learning?
A: Your understanding of learning styles - visual, auditory, kinesthetic. Demonstrate your awareness of the need for a variety of educational strategies to ensure that all students benefit.
Q. What instructional strategies would you use in your lesson?
A: The need for strategies that allow for on-going assessment - small and large group instruction, presentations, cooperative learning, organization of classroom environment, how you make accommodations for special needs students, etc.
Q: How would you adapt your instruction if you had gifted or other special needs students in your class?
A: Empowering students to become life-long learners/achievers - teaching them how to learn, take notes, prepare for tests, manage time wisely, etc.
C. Classroom Management
Q: How would you deal with a disruptive student in your class?
A: Preparation to set up a positive classroom environment to minimize concerns: clear expectations, routines,, procedures, developed with student input, clear level of respect for each other, understanding consequences and applying them consistently.
Q: How would you deal with students who are constantly off-task?
A: Assessing each situation accurately - possible reasons for misbehavior, mitigating circumstances, etc.
A: Preparation to set up a positive classroom environment to minimize concerns: clear expectations, routines,, procedures, developed with student input, clear level of respect for each other, understanding consequences and applying them consistently.
Q: How would you deal with students who are constantly off-task?
A: Assessing each situation accurately - possible reasons for misbehavior, mitigating circumstances, etc.
Q: How can you ensure that students in your class behave appropriately?
A: Behavioral modification strategies - short and long term and/or positive reinforcement of appropriate behavior.
D. Special Education
D. Special Education
Q. How would you plan for a special needs student?
A. The rights of an exceptional child to a specialized program: IEP and Annual Evaluation
Q. How would you work with the parents of an exceptional student?
Q. How might you integrate an exceptional student in your classroom?
Q. How do you determine what modifications and accommodations to make for particular students?
A. Learning styles, exceptionalities, accommodations, modifications.
Q. How might you integrate an exceptional student in your classroom?
A: The teacher's role in dealing with special needs students - knowledge and understanding of curriculum expectations, instructional and assessment strategies, communication with parents, etc.
A. Your role as part of a team - special education teacher, support staff, other teachers, parents, etc.
E. Planning and Preparation
Q. Explain how you would plan a program for your grade or subject.
Q. Describe a lesson you taught that you consider one of your best.
A: Long-range plans, unit plans, daily plans - refer to resources available - school library, other teachers on the team, internet, consultants, resource teachers, etc.
Q. Describe the format you use to develop a lesson.
A. About your knowledge of the curriculum - overall and specific expectations.
Q. Describe a lesson you taught that you consider one of your best.
A: Long-range plans, unit plans, daily plans - refer to resources available - school library, other teachers on the team, internet, consultants, resource teachers, etc.
Q. Describe the format you use to develop a lesson.
A: Classroom preparation: welcoming environment, bulletin boards, student expectations, routines, materials.B. Communication with parents - curriculum nights, parent-teacher interviews, student agendas, regular informal communication.
F. Assessment, Evaluation, and Reporting
Q. What is your system of evaluating student work?
A. The purpose of assessment - to improve learning, to ensure that curriculum expectations are met, and to communicate progress to students and parents.
Q. How do you communicate with parents about student progress?
A. The direction in assessment - 4 levels of achievement, diagnostic, formative, summative assessments, use of rubrics.
Q. What kind of assessment strategies do you use in your classroom?
Q. How do you communicate with parents about student progress?
A. The direction in assessment - 4 levels of achievement, diagnostic, formative, summative assessments, use of rubrics.
Q. What kind of assessment strategies do you use in your classroom?
A. Using a variety of assessment strategies: paper-pencil tasks, peer and group assessments, self assessment, displays, reports, presentations, etc.
Communication with students and parents: clear directions and expectations, on-going assessment, open door policy, etc.
Communication with students and parents: clear directions and expectations, on-going assessment, open door policy, etc.
G. Reflection
Teachers must be prepared at the pre-service and in-service levels to deal effectively with the challenges of handling special learners. Skills of teachers, alone, are not sufficient. All aspects of school organization must be carefully planned for special learners’ program to succeed, including the curriculum, parental involvement and some others.
What schools need are teachers who make reflective decisions regarding curriculum, instruction, and matters of governance that are appropriate to the context at hand, rather than mechanically implement programs and curriculum — special education teachers who will keep the purpose of special education in mind rather than merely carrying out the processes of a prescribed curriculum.
