The Role of Teachers in Special Education

The Basics of Academia and Learning

The basics of academia and learning have supported my understanding that as teachers demonstrate their mastery of various subjects they instruct, for example, English language and mathematics. Similarly, teachers in special education have in-depth knowledge about the extensive curriculum in multiple aspects. These include expertise in communication and development in oral dialect, emotional and social advancement, abilities in self-acceptance, and competence in interaction, mobility, employment, and orientation. Besides, I have learned that teachers in general and exceptional education comprehend the criteria to successfully instruct the content to learners with disabilities (Thurlow & Kopriva, 2015).

The Commitment of Primary and Exceptional Teachers

Moreover, the fact that primary and exceptional teachers demonstrate significant commitment, it shows that they possess a collection of teaching approaches, evaluation of methods and comprehension mastery, which can be applied regarding the situation of individual requirements of a learner. In fact, I have learned that instructors of students with disabilities are competent to structure and to develop particularised understanding, to acquire resources and strengthen technology to assist the learning of students as well as facilitate smooth transition assistance (Thurlow & Kopriva, 2015).

Establishing a Favorable Learning Platform

Concerning the instructions’ implementation, I have learned that teachers should establish a favorable learning platform that encourages learners, and thus, indicates that teachers possess an array of instructional schemes. Moreover, I have discovered that teachers can evaluate the methods and understanding that can be implemented for individual needs of students. Furthermore, I have found that teachers are knowledgeable about the theories, methodologies and lawful essentials of special education, which deliver the mechanism within which instructing of learners with disorders appears in central concept of INTASC. Consequently, I have realized that educators demonstrate the excellent understanding of complex materials that concerns guiding students with disorders. For example, teaching that happens in schools, homes, classrooms and the villages, facilitate for proper education as per the contexts to satisfy the needs of exceptional students, and thus, implements vital principles of InTASC4 (Thurlow & Kopriva, 2015).

Infuse Communal Skills with Academic Programs (InTASC 4)

In essence, I have learned that the engagement of students in a social ecosystem is viable for learning. Nevertheless, children that endure learning difficulties pose a challenge to teachers that are tasked with ensuring they understand the skills required to actively engage in such a community (Leffert et al., 2009). Consequently, I have realized that in that regard, infusing social abilities to children alongside their present instructional exercises in school sessions.

Establishing Learning Episodes and Availability

Accordingly, I have learned that teachers should comprehend the central concepts, resources of inquiry and compositions of the subject (s) he or she instructs. Besides, they should establish learning episodes that enable availability of the item and reasonable for students to guarantee proficiency of the content. Therefore, notwithstanding the challenges that teachers encounter, contemporary techniques for instructing social mastery are divergent and provides educators to consider integrating cooperative engagement in existing educational programs. Thus, promotes emphasis as opposed to managing it as merely as “add-on” in the curriculum. Consequently, infusing collective skills would require intensifying the outcome of pre-planned teaching such as through impromptu participations to naturally present challenges involving social skills.

The Use of Illustrations in Social Communication

Also, I have understood that teachers have the mastery to implement illustrations such as vignettes in ways that social communication that occurs in learning institutions. For example, the style of mutual interaction during joint exercises perpetuates different interactions of learners (Leffert et al., 2009).

References

Leffert, J. S., Brady, M. E., & Siperstein, G. N. (2009). A “tools for teachers” approach for infusing social skills instructions into daily teaching activities. Teaching Exceptional Children Plus, 6(2). Retrieved March 3, 2018 from http://escholarship.bc.edu/education/tecplus/vol6/iss2/art6

Thurlow, M. L., & Kopriva, R. J. (2015). Advancing accessibility and accommodation in content assessments for students with disabilities and English learners. Review of Research in Education, 39(1), 331-369