Characteristics of a 21st Century SPED teacher

1. The 21ST
Century
Special
Education
Teacher
By: MARY ALYSSA G. BOTIN
By: MARY ALYSSA G. BOTIN

2.  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.

3.  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 resource rooms, and other
itinerant placement.

4. We/They are, literally
speaking,
THE NEW BREED
OF
EDUCATORS.

5. Yet, to be more
effective , we must be
good teachers. Good
teachers are highly
qualified and possess
desirable personal
attributes and
qualities.

6. How to become a SPED
Teacher?
 Meet all the requirements of the
Bachelor of Elementary Education
with specialization in 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.

7.  In terms of personal attributes and
qualities. (Hoy & Weinstein) mentioned
that students perceive “good” teachers
along 3 factors:
 The ability to establish positive interpersonal
relationships with students
 The ability to exercise authority and to
provide structure without being rigid,
threatening and punitive
 The ability to “make learning fun” by using
innovative and creative pedagogical
strategies.

8.  Personal and academic caring is
demonstrated by:
◦ extending help in school work
◦ valuing individuality
◦ showing respect
◦ treating students fairly
◦ exercising patience
◦ having humor
 This caring qualities are MOST important for
children with disabilities who are experiencing
pressure and problems at home and in
school.

9. “Good
teachers are
also good
managers”

10.  they are able to
maintain order
 provide limits of
behavior
create an environment
where students feel safe.

11.  Owing to the interlapping behavior
deficits of many children with special
needs and personal needs which are
unique only to the individual child, the
ability to be firm without being
punitive, to be strict without being
“mean”, and to come off as someone
who has control are important for
SPED Teachers.

12.  Good teachers make learning fun by
engaging students in interactive
classroom lessons and employing
student-centered activities.
 For young disabled children,
manipulative and movement activities
provide interactive experiences.

13. Interactive Learning
 For fast or gifted learners can include:
◦ simulation activities
◦ research
◦ laboratory experiments
◦ field visits
◦ field trips can be fun and promote
interactive learning for all types of
exceptionality, if planned and carried out
successfully.

14. SPED Teacher must
possess...
 empathy
 warmth
 genuineness
 spontaneity
 nonjudgmental attitude
 high level of tolerance of diversity
 tolerance is demonstrated by
unconditional acceptance of the diverse
culture and behaviours of the students.

15.  In order to possess an accepting
attitude, we should have the ability to
be open about our personal
experiences (self-disclosure)
because if we are nit this type, we
will lose genuineness.
 Successful SPED teacher maintain
an interesting learning environment
for all children regardless of age,
sex, ability or background.

16. ROLES AND
RESPONSIBILITI
ES OF A SPED
TEACHER

17.  Make sure students understand what
they are learning.
 Provide differentiated instruction and
exciting strategies to ensure success
of students in class
 Accomplish paperwork on data about
student progress and achievement,
develop evaluation forms, accomplish
referral forms.

18.  Prepare adapted support instructional
materials for students
 Write Individualized Education Plan
(IEPs) implement and document
progress toward these goals
 Modify content activities and
evaluation strategies of general
education curriculum to adjust to the
child’s unique needs while at the same
time considering the normalization
process

19.  Provide a positive, consistent model
to address emotional and behavioural
needs
 Act promptly and decisively when
inappropriate behaviours are
encountered
 Maintain an open communication with
the general education teachers,
parents, and other advocates

20.  Maintain a trusting, open and equal
relationship with each special
education and general education
students so that students can see her
as just another teacher instead of
“Special Education teacher”.

21. “How can I as a Special
Education teacher make the
difference?”
“Which of the roles do I think
will be easy for me to
perform? Why?”