I Think I Can, I Think I
Can . . .
Nothing is ever easy for
me. It seems like it takes me
twice as long as my peers to get from here to there. IÕm still trying to figure out how to approach a task while
others are finishing up.
Maybe thatÕs why I chose a
career in special education. I
function best when all my senses are provided with input and IÕm permitted to
move at my own pace.
All children can
learn. And all children have a
learning style that best meets their individual needs. But children with special needs may
require further adaptations and modifications to enhance their learning. These adaptations and modifications may
include the provision of a flexible setting (e.g., place to work), flexible
schedule (e.g., extra time to complete a task), revised format (e.g., verbal or
visual prompts), or use of learning aids (e.g., computer).
As a special education
teacher, I am fully committed to the principle of inclusion. That is, providing instruction in the
general education classroom to the greatest extent possible. I believe that most children have the
best opportunity to learn in this setting. However, students with special needs may require additional
teacher support and the implementation of strategies specially designed to meet
their individual needs. Providing
this type of academic support allows the child with special needs to succeed in
the general education classroom and ultimately function as a contributing
member of society at large.
It seems that, like me,
children with special needs have to work twice as hard to get from here to
there. It reminds me of the
childrenÕs story, The Little Engine That Could. A hill may seem too high to climb, but
with extra effort and time we can all get there.
Throughout my teaching career,
I have accumulated a repertoire of strategies that have proven effective with
my special needs students. Just as
the times have changed, the strategies have evolved. I use a variety of visual strategies and have even begun to
include technology in my instruction.
I have included some of these strategies for you (students, parents,
teachers) to explore and hopefully implement as appropriate.
So get on track and take some time to explore the destination of your choice. Next stop . . . Riggs' Room.
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