Graduate Attributes or Competencies Necessary for Contemporary Special Educators Essay Example
Special Education 5
Special education suffers a lot from shortage of trained special education teachers fully qualified in schools (Rosenberg et al 2004). Education schools should work towards designing programs so as the student they have may learn to teach and later become teachers. Irrespective of the difficulties involved, the teacher education universities must learn to engage schools in a mutual transformation agenda (Darling Hammond 2006). There has been a call to raise quality teachers whereby, they are able to work well with other teacher and the school administration to raise their performance.
To have special education teachers who will help improve the outcome for students is to have fully fledged teaching staffs that are totally qualified. Many organizations in this case are therefore emphasizing on appropriate education for special educators ranging from issues of special education, classroom, behavior management, environmental adaptation and so forth (Australian Association of special Education 2004)
According to research performed by Stephen Hughes and Linda De George walker (2010), special education educators graduates are said to have attributes that range from Values, skills and knowledge. There attributes were categorized as; behavior support, curriculum, diversity, interpersonal and communication skills, pedagogy and resilience. Behavior support is a great attribute to a graduate special education teacher, in this case understanding the behavior theory and practice is of great important. It helps in advocating for positive behavior support among the Special students.
A certain behavior is a form of communication; understand the cause of it will help in helping the special student refrain from any behavior that may be detrimental. Analyzing whether the cause of a specific behavior is environmental condition, curriculum presentation, level of health helps in developing successful behavior solution involving the parent and the other staff. Due to the condition of the student am required to be tolerant, understanding and empathetic or sensitive to the Students.
Due to the nature of special education roles and duties which are demanding and stressful, there is a need to take care my social, emotional and physical health to curb resilience. To achieve this I take time to relax after official duties and engaging in co-curricular activities. Even though am very knowledgeable, am sure I may not know everything that is supposed to be covered. Before teaching I start defining roles to cover in class that will accommodate all students and give the best results. This will enable me have the key areas, syllabus documents and have an integrated approach to teaching and learning in class, giving the best to the special students.
Working closely with the Queensland curriculum, Assessment and reporting framework is important so as to know the amount of material that I am required to cover for deep learning (Hughes & Linda 2010). Interpersonal and communication skills in special education career are of great importance. How one deal with others influences the profession and my personal life and proper use of this skills results to confidence and close relationship with the students.
As a special education teacher, I have a clear understanding that I am going to handle students from different cultural backgrounds. Handling them therefore requires evaluation which may not result to discrimination. In teaching a special case, I use instructive strategies pertaining special education, putting into consideration the background knowledge and any experience that the student have not forgetting the situation they are in and the environment and set goals between the two of us; thus taking a good consideration of the pedagogy (Hughes & Linda 2010).
Stephen, H., Linda De George, W (2010) What graduate attributes or competencies are
necessary for contemporary special educators: Australian Journal of Special Education,
Darling-Hammond, L., (2006) Constructing 21st century teacher education: Journal
of Teacher Education, 57,300-314.
Rosenberg, M.S., Sindelar, P.T.,Connelly, V. & Keller, C, (2004) CLD position
statement: Alternative routes to certification in special education. Learning
Disability Quarterly, 27, 122-123.
Australian Association of special Education (2004) Quality education for students with
special needs. pp., 91
More Important Things