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COMPILATION OF REPORT IN FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Final Term –SY 2019-2020

Hearing impairment
Hearing impairment, deafness, or hearing loss refers to the total or partial inability to hear sounds.
Symptoms may be mild, normal, severe, or profound. A patient with a mild hearing impairment may have
problems understanding speech, especially if there is a lot of noise around, while those with normal
deafness may need a hearing aid. Some people are severely deaf and rely on lip-reading to communicate
with others. People who are profoundly deaf can hear nothing at all and can find themselves totally reliant
on lip-reading or sign language. In the United States, around 15 percent of people over the age of 18 years
report some level of hearing loss.
Mild- Mild hearing loss means a person might struggle to hear some conversation, the sound of a clock
ticking or birdsong
Normal- Normal hearing range includes sounds as quite as a tap dripping, leaves rusting on a tree in the
wind or the sound of footsteps.
Serve- Serve hearing loss and could means struggling to hear a dog barking, a baby crying, most
conversation or loud traffic
Profound- People with profound hearing loss will struggle to hear even the loudest sound, including a jet
engine or pneumatic drill
Types of Hearing Impairment
•Conductive Hearing Impairment - A conductive loss refers to a decrease in sound cause by a problem in
the outer or middle ear
•Sensorineural Hearing Impairment- A sensorineural loss refers to a problem located in the inner ear or a
long the nerve pathway between the inner ear and the brain.
•Mixed Hearing Impairment- A mixed loss refers to a conductive loss and sensorineural loss occurring at
the same time
Characteristic of Hearing Impairment
Speech Delays
Delays in the development of speech and language are classic symptoms of hearing loss and deafness in
children. The Palo Alto Medical Foundation notes that many children are first diagnosed with hearing
impairment in infancy or as toddlers. Children who do not say single words by age 1 or two-word phrases
by age 2 might suffer from hearing loss. A toddler with normal hearing can typically name familiar objects,
follow simple commands, and recognize the names of family members by 15 to 24 months of age. Children
with poor hearing might be unable to communicate because they can not understand or imitate spoken
language. When diagnosed and addressed early, children with early childhood speech delays generally
catch up to their peers.
Communication Difficulties
Children with mild to moderate hearing impairment may develop speech and language at roughly the same
time as their peers. However, they might still struggle to communicate 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 responding inappropriately to questions or experiencing difficulty
articulating themselves. The child might also have a peculiar voice, intonation, pattern of speech or
challenges with pronunciation.
Selective Hearing
Although it is relatively normal for children to "tune out" some statements or commands from adults in
authority, many children who seem to ignore their parents are unable to hear them. The American
Academy of Pediatrics reports that children with hearing loss might be able to hear certain sounds and
pitches. Hearing-impaired children are often unable to hear their names when called, and their behavior
can be mistakenly labeled as inattention or behavioral misconduct. A hearing test or developmental
evaluation can help to determine the cause or nature of a child's selective hearing.
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Behavioral Characteristics
Deaf and hearing-impaired children can develop a variety of behavioral symptoms. Many children will turn
up TVs or radios to an inappropriate volume in an attempt to compensate for their sensory challenges.
Children struggling with deafness may also closely watch their peers to emulate behavior and body
language -- a symptom known as echopraxia. The American Academy of Pediatrics notes that hearing-
impaired children might appear dizzy or disoriented because the nerves in the ears also control balance.
Academic problems and irritability are also common symptoms of hearing loss in children.

Differential Diagnosis
Some children who appear to have the characteristics of hearing loss might suffer from unrelated
disorders. Behavioral and emotional disturbances can cause speech delays and social difficulties, which
might be mistaken for challenges with hearing or sensory processing. Autism also manifests with many
symptoms similar to hearing loss, including selective hearing, language delays and abnormal speech
patterns, according to MayoClinic.com. Only a professional evaluation can correctly identify the cause of
these symptoms and characteristics.
Educational Placement of Hearing Impairment
There are diverse educational placements for deaf and hard of hearing children. There are residential
schools, charter schools specializing in bilingual/bicultural education, day schools where sign language is
used, day schools for deaf children that emphasize spoken language only, and neighborhood schools, some
of which have programs for deaf and hard of hearing students. The NAD supports a continuum of
alternative placements that will meet the needs of each individual child.

Blindness and Low Vision

Low Vision- is the loss of sight that is not correctible with prescription eyeglasses, contact lens, or surgery.
This type of vision loss does not include complete blindness, because there is still sight and it can
sometimes be improved with the use of visual aids.
Blindness- is a lack of vision. It may also refer to a loss of vision that cannot be corrected with glasses or
contact lenses.
The Process of Normal Vision
1. Light enters the eye through the cornea. This is the clear, dome-shaped surface that covers the
front of the eye.
2. From the cornea, the light passes through the pupil. The iris, or the colored part of your eye, controls
the amount of light passing through.
3. From there, it then hits the lens. This is the clear structure inside the eye that focuses light rays onto
the retina.
4. Next, light passes through the vitreous humor. This is the clear, jelly-like substance that fills the center
of the eye. It helps to keep the eye round in shape.
5. Finally, the light reaches the retina. This is the light-sensitive nerve layer that lines the back of the eye.
Here the image is inverted.
6. The optic nerve is then responsible for carrying the signals to the visual cortex of the brain. The visual
cortex turns the signals into images (for example, our vision).
Types and Causes of Problems of Vision
Nearsightedness (called myopia) is when you can see clearly up close but blurry in the distance.
Causes: Myopia occurs when the eyeball is too long, relative to the focusing power of the cornea and lens
of the eye. This causes light rays to focus at a point in front of the retina, rather than directly on its surface.
Farsightedness (called hyperopia) is when you can see clearly in the distance but blurry up close.
Causes: A flat cornea is one cause of farsightedness. You can also be farsighted if your eyeball is shorter
than normal. This causes light to focus beyond your retina instead of on it. You’re more likely to be
farsighted if your parents are.
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Presbyopia is when your eyes gradually lose the ability to see things clearly up close. It usually appears
around age 40, causing blurred vision when reading small print or using digital devices.
Causes: Presbyopia is caused by an age-related process that results in the hardening of the lens of your
eye.
Astigmatism is a common vision problem caused by an error in the shape of the cornea. With astigmatism,
the lens of the eye or the cornea, which is the front surface of the eye, has an irregular curve.
Causes: It’s not known what causes astigmatism, but genetics is a big factor. It’s often present at birth, but
it may develop later in life. It may also occur as a result of an injury to the eye or after eye surgery.
Astigmatism often occurs with nearsightedness or farsightedness.
Crossed eyes (strabismus) is a condition in which both eyes do not look at the same place at the same
time. It usually occurs in people who have poor eye muscle control or are very farsighted.
Causes: Strabismus can be caused by problems with the eye muscles, the nerves that transmit information
to the muscles, or the control center in the brain that directs eye movements.
Cataract-is a clouding of the normally clear lens of your eye. Clouded vision caused by cataracts can
make it more difficult to read, drive a car (especially at night) or see the expression on a friend's face.
Causes: Most cataracts develop when aging or injury changes the tissue that makes up your eye's lens

DIFFERENT STRATEGIES IN CURRICULUM AND OTHER SUBJECT MATTER

STRATEGIES FOR INCLUSIVE TEACHING

 Promoting inclusion, reducing stereotype threat, and fostering a growth mindset
1. Include Diverse Content, Materials, And Ideas
 Select topics and materials that reflect contributions and perspectives from groups that have been
historically underrepresented in the field
2. Create An Inclusive Environment
 When talking with students during class, communicate clearly—starting on the first day of semester
– about what you expect to happen in the classroom, including your expectations for respectful and
inclusive interactions
3. Encourage A Growth Mindset
 Help students develop a growth mindset by speaking with about the extent to which experiences of
academic faltering can provide opportunities to grow and improve.
4. Engage In Collaborative Planning And Teaching
 No classroom is an Island, especially an inclusive classroom. Opening up your classroom to service
providers, special education teachers, and parents gives you valuable opportunities to participate in
collaborative teaching
5. DEVELOP A STRONG BEHAVIOR MANAGEMENT PLAN
 Having a successful inclusive classroom depends upon having control of your classroom. It is
essential to have clearly communicated expectations and goals that are accessible to all students
6. STRIVE FOR EQUALITY OF ACCESS TO INSTRUCTION AND ASSISTANCE
 Help your students learn about academic and non-academic assistance and resources that are
available at the University. Keep in mind that all students will not be equally aware of—or equally
comfortable in seeking out
 Ensure that assistance provided outside of class is equally available and accessible to everyone (e.g.,
if you share information with one or a few students regarding how best to approach an assignment,
repeat this information to the entire class).
7. GATHER AND USE FEEDBACK TO REFINE AND IMPROVE YOUR STRATEGIES
 Ask a colleague or Teaching Center staff member to observe your teaching. Consider suggestions
about how to encourage increased participation and inclusion of diverse contributions, and what
factors might be perceived as barriers to participation and inclusion. Identify adjustments you can
make to minimize the latter.
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 As you build your teaching expertise, practice a “growth mindset”–be open to the possibility of
learning from mistakes and welcome the opportunity to learn as much as you can from your diverse
students

MANAGEMENT AND ORGANIZATION OF CLASSROOM SPACE

I. MANAGEMENT AND ORGANIZATION OF MATERIALS

If students commonly work in the same group, assign each group a container (dish
tubs, baskets, and trays work well) that they can send one member to retrieve and
return for each activity. It gives the students an incentive to treat the common
supplies well.
Place scissors, tape, stapler, hole punch, calculators, rulers, and other commonly
needed items in a common place that students can access on their own.
Have a can of sharpened pencils near the pencil sharpener. If the lead breaks during
class, a student can place the pencil in the can and retrieve a sharpened one. At a
more appropriate time (e.g., end of the lesson) the student can return the borrowed
pencil and sharpen the one that was left (Thompson, 2002). HINT: The teacher may
not have to buy the initial pencils, since pencils frequently can be found on the floor
Material when they have rolled away under another desk. Just tell your custodian where
s retrieved pencils can be placed for student use.
Keep extra school supplies on hand for students who forget or run out of their own.
Also, this is helpful when a new student arrives in class who may not have all the
supplies needed.
Set up numbered work stations with necessary supplies and assign students to
matching work groups. This works well when students must go to the equipment
(e.g., science lab) versus taking the equipment to their desks.
Work Set up collection trays for finished work labeled with either the subject for
Assignments elementary classrooms or periods for secondary classrooms.
Create wall organizers with identified bins for class assignments so that students can
pick up missed work after a late arrival or an absence.
At the secondary level when there are multiple preps separated by brief breaks, it can
be helpful to have a plastic file folder holder affixed to the wall so the teacher can
pull the necessary folder.
Keep plans in a binder that has divider pages for the different subjects/periods. Use
Lesson plastic page protectors to hold copies of handouts and transparencies (make sure to
Plans have the “crystal clear” sleeves or else the transparency will have to be removed from
the sleeve).
Organize lesson plans electronically. If the room is equipped with a monitor for
PowerPoint presentations, use the first slide to identify the title and the second slide
the goals; this not only organizes the students, but also reminds the teacher as well.
Post fire and tornado information in the room. Include labeled maps of where to go
when exiting the classroom for tornado and fire drills/emergencies.
Emergency Know the location of the nearest fire extinguisher and fire alarm pull.
Procedures Train students to know what to do in an emergency situation.
Clearly label the office call button so substitute teachers can immediately identify it if
an emergency occurs.
Keep a list of all students who may require medical attention in your grade book.
Know the protocol for what to do, for example, diabetics, bee stings, epileptic
seizures, etc. As appropriate, alert substitute teachers.
If in a specific-use classroom, such as science, know how to operate the eye wash
station and shower, the location of the emergency shut-off valves in the room, and
where safety equipment is stored.
Display a poster with the basic flow of the day (i.e., bell changes in secondary school
or in elementary school when reading, math, resource classes, lunch, science, social
studies, etc. occur).
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Schedules Write a daily agenda for students to know what to expect in terms of the day's
objective (see Chapter 5 on writing informational objectives), activities, and
homework. Note any changes in the regular daily schedule in this location.
Create a Web page with weekly assignments listed and hyperlinks to possible
resources.
Have a board for “works in progress” where students can post work on which they
want constructive criticism from their peers (Thompson, 2002). Students wind up
Classroom keeping this board ever changing.
Displays Use a blend of student-made and commercial products to display on the walls. An art
portfolio works well to keep posters flat and poster board can be tabbed with
headings of different units, so the teacher can pull out new material as appropriate for
display.

USING INSTRUCTIONAL TIME EFFECTIVELY

USING INSTRUCTIONAL TIME EFFECTIVELY.
The clock seems to manage every school day. The daily schedule is based on a variety of factors, such as
state- or district-mandated time periods for a given subject, bus schedules, local school schedules for special
classes, lunch periods, and teacher planning time. Wong and Wong (1998) describe four different types of
school-day time:
1. Allocated time - The total time for teacher instruction and student learning.
2. Instructional time - The time teachers are actively teaching.
3. Engaged time - The time students are involved in a task.
4. Academic learning time - The time teachers can prove that students learned the content or mastered
the skill.
5. Transition time - usually defined as the non instructional time before and after some instructional
activity.
6. Perseverance - usually defined as the amount of time a student is willing to spend on learning a task
or unit of instruction.
7. Pace - usually defined as the amount of content covered during some time period

Elementary school schedules are generally determined by three factors: the number of instructional
minutes for each subject area as mandated by the district or state; special class schedules, such as music,
art, physical education, and library; and the overall school schedule as dictated by bus schedules, lunch
times, and so forth.

MANAGING TRANSITION:
One of the hardest things to master as a new teacher is a smooth and quiet transition from one task to
another. The class can turn from calm to chaos in the blink of an eye, as soon as you make a change in what
you are doing.

Here are ten tips on how to build smooth transitions into your classroom routine:
1. Give notice before it time to make a change. By announcing to the class before making a transition,
you allow them time to get ready.
2. Make personal contact with hard-to-transition kids. You know who doesn’t understand or like
transitions. Take a moment to stop by his desk to guide him to get ready to make the change.
3. Teach them to freeze, or at least, stop talking. Use a variety of ways. Hand signals, call and response,
spelling the word “quiet,” or a sound such as clapping or ringing a chime.
4. Give an honest amount of time to put things away. Be realistic about how much time it takes to put
books away or clean up after a science experiment. It gives everyone the chance to do it right.
5. Avoid too much empty transition time. Let everyone know what to do or where to go next. If they
are done quickly, consider letting them stay put and talk quietly until you are ready to give
instructions.
6. Crowd control. Letting students move from one place to the other. Try moving them in smaller
groups. Be sure to mix it up so they don’t anticipate who they will be able to start something with.
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7. Notice without naming. This trick it works like a charm, every single time. Say in your teacher voice,
I notice six people have their notebooks and pencils out.” Suddenly, ten more have their pencil and
notebooks ready. “Okay, let’s see. Seventeen people are ready.” Lo and behold, the whole class is
poised for the lesson. Everyone wants to be noticed. Be sure to make eye contact with the child who
will blurt, “Notice me!
8. Make it fun. Have the class tiptoe or walk like a zombie to where they are going.
Let them try to whistle as they wait. Have a quiet contest.
Keep it light and they will look forward to the transitions rather than losing control.
9. No whining or complaining allowed. The classroom is not a minivan. It is not even a democracy.
A simple, “I know no one wants to stop right now, but we have more things to accomplish today”
goes a long way. When the whining begins just practice that freeze tactic of waiting. Use your most
impassive teacher face. Don’t respond to the whine. YOU are in charge.
10. Practice, Practice, Practice

UNDERSTANDING BEHAVIOR AND ADJUSTMENT PROBLEM OF CHILDREN WITH SPECIAL NEEDS

Behavior problems at school interfere with lessons and disturb other students. These problems often
overwhelm teachers, particularly novices, and some consider them the most difficult aspect of a teacher’s
work day. Children who exhibit behavior problems invariably require extra attention, which places strain on
teachers and slows the pace at which lessons are offered and completed

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder refers to a developmental disability that significantly affects communication
(both verbal and nonverbal) and social interaction. These symptoms are typically evidence before the age of
three and adversely affects child’s educational performance. Other identifying characteristics of those with
ASD are engagement in repetitive activities/stereotyped movements, resistance to change in environment
and daily routine and unusual responses to sensory stimuli.

Deaf-Blindness
Deaf-Blindness refers to concomitant visual and hearing impairments. This combination causes severe
communication, developmental and education needs that cannot be accommodated through special
education programs solely for those children with blindness or deafness.

Deafness/Hearing Impairment
Deafness means a child’s hearing impairment is so severe that it impacts the processing of linguistic
information with or without amplification and adversely affects a child’s educational performance. Hearing
impairment refers to an impairment (fluctuating or permanent) that adverse effects a child’s educational
performance.

Developmental Delay
Developmental delay is a term designated for children birth to age nine, and is defined as a delay in one or
more of the following areas: cognitive developmental, socio-emotional development, behavioral
development or communication.
Behavior problems at school interfere with lessons and disturb other students. These problems often
overwhelm teachers, particularly novices, and some consider them the most difficult aspect of a teacher’s
work day. Children who exhibit behavior problems invariably require extra attention, which places strain on
teachers and slows the pace at which lessons are offered and completed.

Sensory Processing Disorder

Children with sensory processing disorder can be disruptive in the classroom because they are unable to
keep pace with daily lessons. They might walk around or talk at inappropriate times, and their special needs
divert the teacher’s attention from the set program. Children with this disorder find it difficult to organize
and make sense of the sensory information that their brain receives from the world around them. Normal
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activities can seem confusing and overwhelming to them. They often have problems learning and prefer not
to play with classmates during recess.

Aggressive Students
Aggressive behavior is a serious problem and is disruptive to a supportive and safe learning environment.
Physical aggression can be violent, even between young students, and both pupils might get hurt.
Aggression between students in the classroom or playground disrupts all other activities and negatively
affects teachers and other students. Apart from the initial disruption, the after-effects of physical fighting
remain with sensitive pupils and interfere with their school day.

Inappropriate Language
Although fairly commonplace in the classroom, inappropriate language does not belong in school and is
offensive to many students and teachers. Students may use foul language to impress their classmates or to
get the attention of their teacher. Some students use inappropriate language to express frustration or anger,
while others use this type of language because it is normal in their home environment. In all cases, teachers
should dissuade students from swearing in either the classroom or on the playground.

Inattentive Students/ ADHD

Inattentive students tend to fall behind their classmates unless appropriate steps are taken. In certain cases,
students may suffer from attention deficit hyperactivity disorder, which causes them to have difficulty
controlling their behavior. These students experience difficulty in organizing school work and sustaining
attention. They struggle with starting projects, and even simple school tasks can overwhelm them. These
children often require extra attention from teachers, so normal school lessons take longer to complete, and
students without learning or other behavior problems become bored and frustrated.

Disruptive Behavior
Disruptive behavior by one student also encourages other students to do the same, which compromises the
teacher's authority and ability to control the group. The learning process for other students is affected when
one or more students behave in a disruptive manner. Constant interruptions can interfere with focus.

Oppositional defiant disorder (ODD) refers to a recurrent pattern of negative, defiant, disobedient and
hostile behavior toward authority figures lasting at least six months.
To be diagnosed with ODD four (or more) of the following symptoms must be present:
• often loses temper
• often argues with adults
• often actively defies or refuses to comply with adults’ requests or rules
• often deliberately annoys people
• often blames others for his or her mistakes or misbehavior
• is often touchy or easily annoyed by others
• is often angry and resentful
• is often spiteful or vindictive.
These behaviors must be exhibited more frequently than in other children of the same age and must cause
significant impairment in social, academic or occupational functioning to warrant the diagnosis.
Conduct disorder (CD) involves more serious behaviors including aggression toward people or animals,
destruction of property, lying, stealing and skipping school. The behaviors associated with CD are often
described as delinquency. Children exhibiting these behaviors should receive a comprehensive evaluation.

ESTABLISHING CLASSROOM STANDARDS AND APPROCHES TO BEHAVIOR CHANGE

Guide questions:
1. Are children with disabilities expected to observe standards and rules?
2. How can you teach a disruptive child to obey?
Anarchy
- According to Hardin, anarchy is the lowest level of social behavior and classrooms operating in this are
without social order or are in chaos.
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RULES
- Needed in all classrooms for smooth operation
- Do not change from day to day
- Cannot be negotiated and have to be followed precisely
- Create an environment that is predictable
- Reduces anxiety and discomfort since students know what is expected of them in the environment
- For safety and health issues, things about which there can be no arguments
Special Education Classroom
 In special education settings, rules are used to encourage appropriate behavior and prevent
inappropriate behavior.
 Children with special needs especially those with Autism Spectrum Disorder and Attention
Deficit/Hyperactivity Disorders need a predictable learning environment.
 The unpredictability of classroom events causes insecurity, discomfort and anxiety among them. This
can trigger hyperactivity, impulsivity or stereotypic behaviors.
 Rules may vary from one classroom to another but no class can function smoothly without them.

Disruptive behavior in the classroom

Talking
- Noise in the classroom is disruptive to the teacher and other students.
Arrivals and departures
- When a student arrives late, the classroom is disrupted as the teacher acknowledges the student.
Disruptive Noises
- Excessive noises are distracting to other students and teachers.
Other Behaviors
- Passing notes with other classmates
- Sleeping
- Eating
- Cheating
 Teachers have to take time away from other students to address the behaviour and implement
appropriate consequences.
Strategies to handle a disruptive student
1. Prevention first
- It is the best way to handle a disruptive student.
2. Stay calm and emotion free
- A teacher should never yell at a student or tell a student to shut up.
3. Be firm and direct
- The worst thing a teacher can do is to ignore a situation.
4. Listens Carefully to students
- Do not jump to conclusions. If a student has something to say, then listen to their side.
5. Remove Audience
- Never intentionally embarrass a student or call them out in front of their classmates.
6. Give students ownership
- Student’s ownership offers individual empowerment and potentially has the greatest impact on
behavior change.

CLASSROOM MANAGEMENT AND ORGANIZATION are intertwined. While rules and routines
influence student behavior, classroom, organization affects the physical elements of the classroom, making it
more productive environment for its users.
• Classroom Management refers to the wide variety of skills and techniques that teachers use ti keep
students organized, orderly, focus, attentive on task, and academically productive during class.
• This technique can avoid the disorder and squandered time that can characterize the beginning of
class period
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20 Strategies of classroom management techniques

1. Model ideal behavior –make a habit of demonstrating behavior you want to see to your students
2. Let students help establish guidelines – encourage student to build a classroom rules.
3. Document rules – don’t let your mutually – respected guidelines go forgotten
4. Avoid punishing the class- address isolated behavior issues instead of punishing an entire class
5. Encourage initiative- promote growth mindset, and inject variety into your lesson, by allowing
students to work a head and deliver short presentation
6. Offer praise – praise students for job well done, as doing so improves academic and behavioral
performance
7. Use nonverbal communication – complement words with actions and visual aids to improve delivery
8. Hold parties – throw an occasional classroom party to acknowledge students hard work.
9. Give a tangible rewards – reward specific student at the end of each lesson, in front of the class
10. Making positive letters and phone calls – keep the students happy in and out the calls
11. Build excitement for content – start lesson by previewing particularly –exciting parts, hooking
students interest from the get go.
12. Offer different types of free study time – provide a range of activities during free study time to
appeal to students who struggle to process content in silence, individually.
13. Write group contracts –help student group work smoothly and effectively by writing guidelines,
having everyone sign
14. Assign open- ended projects – encourage students to tackle open ended projects- projects that don’t
demand a specific product to allow them to demonstrate knowledge in ways that inherently suit
them.
15. Give only two marks for informal assessment – consider avoiding standard marks on informal and
formative assessment
16. Use EdTech that adjust to each stundent- educational technology that adopts to their needs.
17. Interview students – learn how to better manage them
18. Address bad behavior quickly – avoid hesitation when you must address bad behavior
19. Consider peer teaching – use peer teaching as a classroom management strategy
20. Gamify personal learning plans- motivate students on personal learning plans by gamifying those
plans as studies

How does the class room management affect students’ behavior?

• Creating an orderly learning environment that enhance student academic skills
• Competencies to their social and emotional development
• Increase student success.

THE SPECIAL EDUCATON TEACHER IN THE 21ST CENTURY

RESEARCH, ISSUES, AND FUTURE DIRECTIONS
 Very recently teacher education programs have included special education as a major program in
response to the increasing special needs population and heightened public awareness of the need to
educate them.
 The graduates under this program are the professionals who provide day-to-day instruction and other
support for students with disabilities or exceptionalities.
 They are expected to teach either a special education self-contained classrooms, inclusive education
settings or other delivery services such as resources rooms, and other itinerant placements.
 We /they are, literally speaking,” the new breed of educators”.
 Yet, to be more effective, we must be a good teacher. Good teachers are highly qualified and possess
desirable personal attributes and qualities.

Personal and Academic care

 >Extending help in school work
 >Valuing individuality
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 >Showing respect
 >Treating students fairly
 >Exercising patience
 >having humor
 They are able to maintain order
 Provide limits of behavior
 Create an environment where students feel safe •Be strict without being mean

How to become a SPED teacher?

 Meet all the requirements of the bachelor of elementary education with specialization in the special
education, a curriculum set by the NCBTS (national competency-based teacher standards)
 Earn a state of certificate or licensure in teaching special education after graduation.

What are the professional qualifications of a special education teacher?

 bachelor’s degree in special education
 a state-issued certification or license
 Meet all the requirements of the Bachelor of Elementary Education with Specialization in Special
Education with academic credits on required subjects from a university recognized by the Philippine
government (National Competency-Based Teacher Standards)
 A graduate of BEEd in Special Education needs to pass the Licensure Examination for Teachers in
order to practice as a teacher in the Philippines. The examination is given by the Board of
Professional Teachers under the supervision of the Professional Regulation Commission (PRC)

Personal attributes and qualities of a special education teacher

 Love and Acceptance
-order to relate to any child, you must be able to love and accept them as they are. This is especially
important for special needs children. Regardless of their capabilities or behavior each child is unique and
worthy of your notice.
 Organizational skills and Intuition
-As is the case in any kind of education, students need structure to succeed. But with special needs students,
structure is all the more important. The special education teacher must provide the class with a physical and
academic structure favorable to learning. Whether the child is dyslexic, physically or mentally handicapped
or has some auditory learning disabilities or other injuries, students may be incapable of expressing their
feelings or communicating their needs.
 Creativity and Enthusiasm
-The ability to think out of the box and combine both creativity and enthusiasm are signs of the makings
of a fine special education teacher. The ability to put difficult concepts in plain and interesting words or
display a complexity in simple form is often the most effective trait a special education teacher can
possess.
 Confidence and Calm
-Many special needs students suffer intellectual disabilities and emotional disturbances and when special
education teachers are not calm, kind, confident and helpful, even in difficult situations, students can
lose their tempers and become violent.
 Humorous and Easygoing
-Special education teachers with a fine sense of humor and easygoing manner will more easily be able to
cope with the stress of teaching special needs kids.
 Dedication and Optimism
-Sometimes even the simplest task can become long and difficult for a student to master. It is at times
like this that teachers must offer hope and encouragement by celebrating any and all victories no matter
how big or 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.
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 The ability to establish positive interpersonal relationship for students.

 The ability to exercise the authority and to provide structure without being rigid, threatening and
punitive.
 The ability to make learning fun by using innovative and creative pedagogical strategies.

PROFESSIONAL QUALIFICATIONS FOR A SPECIAL EDUCATION TEACHER

1. A greater need to understand how they go about learning in a world where information, both good and
bad, is so readily available.
2. A greater need to be creative in developing curriculum that has value in and of itself to as many students
as possible (relates to 1.)
3. A greater need to develop meaningful professional relationships with students to gain the trust in my
expertise that they are less ready to give automatically.
4. Earn a bachelor’s degree in special education.
5. Complete a student teaching internship in a special education classroom.
6. Take your state’s required tests for special education teachers.
7. Apply for your teaching license.
8. 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.

• Act promptly and decisively when inappropriate behaviours are encountered.
• Maintain a trusting, open and equal relationship with each special education and general education
students so students can see her as another teacher instead of "Special Education teacher"
CAREER OPPORTUNITIES FOR GRADUATES OF BEED IN SPECIAL EDUCATION IN THE PHILIPPINES
• SPED Teacher
• SPED Facilitator/Speaker Day Care Supervisor
• Instructional Materials Consultant I
• Instructional Materials Developer
• SPED Researcher
• Seminar Trainer
• Textbook Writer
• Module Writer