Resource - Special Education Teacher

I have always enjoyed working with children, especially those with their own physical, mental, or emotional challenges that make it all the more difficult to achieve their goals. I learned of this at the early age of 12, when I provided childcare for 2 boys. In doing so I gained experience in coping with behavioral challenges, alternative ways of communicating and adjusting my thinking to meet the needs of others. I proved successful in working with the boys on a daily basis, and that, coupled with the examples of dedication and a love for teaching that I observed in my own teachers, became my driving force to work with children. When it was time to transition to a four year college an advisor suggested I make a choice - continue in the field of early childhood education or choose a field where the need was greatest at the time, Special Education. The deciding factor came from a forever memory. Recalling when I walked a boy home after school, receiving his older brother from the school bus thereafter. I would do homework with them, prepare snack/dinner, and supervise them until their parents got home from work. I enjoyed my experience of caring for the boys, but I found my interactions with the brother who had special needs more intriguing, so I felt inclined to choose Special Education. Here I am 25 years later completely in love with the path I chose then. The bonds I've made with my students have proven far more rewarding than anything I could have imagined. While I attained higher education & certifications/licensures, I am proud to say that I plan to continue to stay where I am needed the most, in Special Education.  

An outstanding teacher teaches the whole child. I believe that in order for teachers to be successful they have to recognize that they have an unspoken duty to understand their students as individuals first. To accept and respect them without judgement as individuals before even attempting to teach them anything new, regardless of age. We cannot assume children are just sponges, expecting them to soak up all of the knowledge being doled out to them. They are people, individuals coming to us with their very own life experiences, and some of those experiences can be heart wrenching, unbeknownst to us as educators. Recognizing that they come to us with their own baggage, helps us as teachers to recognize that established trusting relationships play a vital role in motivation, performance and acquisition of knowledge. I've had students work for me yet completely dismiss and refuse to perform for others. When I asked them why, it is usually the same type of response revealing an underlying problem - the child feels an emotional disconnect from the teacher. The child's perception of the teacher directly impacts their motivation to perform, this in turn has a domino effect that can snowball to present as non-compliant, defiant, and disruptive to the class. Ensuring that children feel valued and supported on every level, including when they voice their own personal feelings, sets the foundation to establish those trusting relationships. Their connection to the world around them includes us, and what better way to connect than to form genuine working relationships? This is what I feel has made me an outstanding teacher. Evidence of student impact has presented itself as immediate positive behavioral changes, improved academic performance, and productive working relationships. Through the years I've had countless interactions with former students reaching out to share how I impacted their childhood in a positive manner. The common theme throughout our encounters? Giving thanks and sharing how they felt loved, valued and supported when I worked with them. They share that despite their difficulties in learning or socioeconomic backgrounds, we made forever memories.

Learning Disabilities Teacher Consultant – Special Education

Honestly, I feel as though I have always been an educator at heart. For as l long as I can remember, I have been a caretaker. I nannied throughout high school and college, and I helped raise my niece and nephew. When my nephew was diagnosed with Autism while I was in college, I realized the need for advocacy, and its importance and that’s when my career truly began. Every decision I have made in my career since then has always been based on the needs of my students. I began working with bilingual students in my former district which prompted me to go back to school for bilingual education. I then began to see the need for specialized instruction for my bilingual students. I also saw that there was a lack of resources available to them. This let me to the position I am in now on the Child Study Team. I am part of the process and can advocate for our students and their families to receive the help that they need. So, many factors have influenced me to choose this career, but education has always been a profession of the heart for me.

As an LDT-C on the Child Study Team, I have many worksite responsibilities, including things such as conducting assessments of students' academic needs, developing Individualized Education Plans (IEPs) through collaborate with educators, parents, and students tailored to support students' unique and diverse needs; offering academic strategies and behavior management strategies to teachers and families; tracking students' progress towards academic and behavioral goals and making adjustments to interventions as needed, and working closely with teachers, administrators, parents, and outside agencies to create inclusive learning environments, implement evidence-based interventions, and ensure a coordinated approach to student support.

I feel what makes me exceptional in my position is my empathy, patience, advocacy, and genuine love for our students. It is hard to discuss the direct impact I (solely) have on student success because I work as part of a team. When working collaboratively, our impact is profound. By providing personalized interventions, support, and monitoring progress, I do help address barriers to learning, promote positive behavior, and enhance academic performance. This personalized approach can lead to improved self-esteem, increased motivation, and better overall outcomes for students. Most importantly, by collaborating with teachers, administrators, outside agencies, and families, as a team, we ensure a holistic and comprehensive support system for students, maximizing their chances of success in school and beyond.