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Amanda Washington
Apr 11, 2011, 7:55:06 PM4/11/11
to Foundations of Special Education 541
I want to ask the group the following questions:
I am an ESL teacher and have noticed that many Special Education
students get lumped into my group. I have NO training working with
special needs children but am well versed in my field of ESL. I often
take on these children because a) if I do not help them, I notice that
they are left to roam the halls by themselves or are not properly
served b) I really have no choice- many times it is an "executive
decision" and according to the "high ups" in my school, because I work
with high needs children anyway and my children are on the lowest
reading levels...they should be able to work with the special needs
children.
As we have read in this class, I have noticed a trend that many
speical needs children have many idealistic programs in place, but in
actuality, seem to be left behind within the classroom and are left to
whatever diagnosis is most convenient and taught with whichever
teacher is willing to modify work a bit. Does anyone else notice that
in an effort to not leave children behind, special needs children are
being given "convenient" education? In my opinion, it is convenient
to lump special needs children withESL children but it is NOT what is
truly needed. If you agree with this, what do you think should be
done to best service the special needs student? Do you think that
they can be lumped with ESL students who are on a comparable reading
level or do you think that their work should be modified to reflect
mastery of different skill sets?
I am an ESL teacher and have noticed that many Special Education
students get lumped into my group. I have NO training working with
special needs children but am well versed in my field of ESL. I often
take on these children because a) if I do not help them, I notice that
they are left to roam the halls by themselves or are not properly
served b) I really have no choice- many times it is an "executive
decision" and according to the "high ups" in my school, because I work
with high needs children anyway and my children are on the lowest
reading levels...they should be able to work with the special needs
children.
As we have read in this class, I have noticed a trend that many
speical needs children have many idealistic programs in place, but in
actuality, seem to be left behind within the classroom and are left to
whatever diagnosis is most convenient and taught with whichever
teacher is willing to modify work a bit. Does anyone else notice that
in an effort to not leave children behind, special needs children are
being given "convenient" education? In my opinion, it is convenient
to lump special needs children withESL children but it is NOT what is
truly needed. If you agree with this, what do you think should be
done to best service the special needs student? Do you think that
they can be lumped with ESL students who are on a comparable reading
level or do you think that their work should be modified to reflect
mastery of different skill sets?
Betsy
Apr 11, 2011, 8:56:46 PM4/11/11
to Foundations of Special Education 541
Amanda, I can appreciate your concerns and frustrations. I have been
totally unimpressed with the special ed teaching my students have
received in the past as well. Many students are completely neglected
despite a legal requirement for their hours to be met. I had one
special ed teacher take my students out to the playground everyday and
give them coke instead of providing any real academic focus. This year
I actually have a great teacher but she is always being pulled to be a
last minute substitute teacher or bumped up into higher grades that
specifically 'want' her to service their students with no thought to
mine, so I rarely see her too. I also have an ELL teacher who likes
the 2nd grade better than the 3rd grade so she spends most of her time
with them even though 2nd grade has its own (inept) ELL teacher. Half
of my class is ELL and I don't see her often, certainly not every day
and when I do it is for about a half an hour. As a general ed teacher
I have concluded that it is my responsibility to provide for all of my
students and when the others show up, wonderful--it is bonus time.
As far as being given extra students, I know that can be frustrating
but I think students should work together as often as possible when
they face similar challenges. I do a lot of grouping for various
subjects and I don't let their 'official labels' deter me one bit. I
differentiate for my students as needed. I try to work with all my
kids in smaller groups as much as possible and since no one shows up
regularly to provide any 'specific' care, I try to teach them on the
level they are with the challenges they present and with the best that
I can give them. I see no reason to separate them for teaching
because they are ELL or sped or just regular ole kids. I also like to
mix up abilities and have higher kids work with lower kids. I
recently went to a cooperative learning seminar that gave me some
great structures and ways to do this so I am always mixing up new
groups to work together and hopefully help each other out while I am
focusing on one group. I think what you bring to the table for ESL
can readily be beneficial to all students -- since you are well versed
as you say, those strategies will be wonderfully helpful to any
student -- so for their sakes, share your gifts without any
apprehension!
What kinds of challenges are you facing with your sped extras? My
biggest challenges tend to be behavioral and since I posted my
question about wanting to be better equipped to teach, I have asked
around and have gotten on DCPS's educator portal and discovered all
kinds of PDs available that might be helpful for further sped
training. Next year, when I am not working on my masters anymore, I
plan to take a few of them!
On Apr 11, 7:55 pm, Amanda Washington <amandaewashing...@gmail.com>
wrote:
totally unimpressed with the special ed teaching my students have
received in the past as well. Many students are completely neglected
despite a legal requirement for their hours to be met. I had one
special ed teacher take my students out to the playground everyday and
give them coke instead of providing any real academic focus. This year
I actually have a great teacher but she is always being pulled to be a
last minute substitute teacher or bumped up into higher grades that
specifically 'want' her to service their students with no thought to
mine, so I rarely see her too. I also have an ELL teacher who likes
the 2nd grade better than the 3rd grade so she spends most of her time
with them even though 2nd grade has its own (inept) ELL teacher. Half
of my class is ELL and I don't see her often, certainly not every day
and when I do it is for about a half an hour. As a general ed teacher
I have concluded that it is my responsibility to provide for all of my
students and when the others show up, wonderful--it is bonus time.
As far as being given extra students, I know that can be frustrating
but I think students should work together as often as possible when
they face similar challenges. I do a lot of grouping for various
subjects and I don't let their 'official labels' deter me one bit. I
differentiate for my students as needed. I try to work with all my
kids in smaller groups as much as possible and since no one shows up
regularly to provide any 'specific' care, I try to teach them on the
level they are with the challenges they present and with the best that
I can give them. I see no reason to separate them for teaching
because they are ELL or sped or just regular ole kids. I also like to
mix up abilities and have higher kids work with lower kids. I
recently went to a cooperative learning seminar that gave me some
great structures and ways to do this so I am always mixing up new
groups to work together and hopefully help each other out while I am
focusing on one group. I think what you bring to the table for ESL
can readily be beneficial to all students -- since you are well versed
as you say, those strategies will be wonderfully helpful to any
student -- so for their sakes, share your gifts without any
apprehension!
What kinds of challenges are you facing with your sped extras? My
biggest challenges tend to be behavioral and since I posted my
question about wanting to be better equipped to teach, I have asked
around and have gotten on DCPS's educator portal and discovered all
kinds of PDs available that might be helpful for further sped
training. Next year, when I am not working on my masters anymore, I
plan to take a few of them!
On Apr 11, 7:55 pm, Amanda Washington <amandaewashing...@gmail.com>
wrote:
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