Documente Academic
Documente Profesional
Documente Cultură
Introduction:
individual who has been involved with Special Education in the classroom. This includes
creating IEP plans, working with a co-teacher, assisting English Language Learners, using best
practices or positive behavioral supports, etc. this interview’s purpose is to serve as a tool to
display a different way of viewing education, and how future teachers can aid with desegregating
conversation took place on October 2, 2018 in the Theodora Kalikow Education Center. For this
interview, I believed this would be a good location due to the subject matter, and because it is a
comfortable location for my interviewee. The room was a typical office setting, and we closed
the door to speak candidly and remain true to the purpose of this interview.
Farmington (UMF), and has had a diverse background in various school systems. Upon
graduating from a liberal Arts institution, she only had an English degree,and did not pursue or
obtain a teaching certification program. She was able to teach at two different private school for
three years: “the way private school s do things are different” (C. Thompson, personal
communication, October 2, 2018). She, later, wanted to obtain experience in the public school
system. She was accepted to Harvard, and was able to receive a Master’s degree in Education
with a teaching certification. She was “in the field” for a whole year at Dorchester High School
in Dorchester, Ma. When Thompson finished her certification, she moved to Maine and taught
in the public school system for five years. Thompson was still trying to build a family and settle
Special Education Interview Project
Gales 2
down at this point, so she and her husband moved to the city, and she obtained a Doctorate in
teacher education and Curriculum instruction. Thompson moved to Colorado and taught in
public schools for five years. After this experience, she brought her talents to where she has
Findings:
During our thirty minute discussion, I asked Thompson questions based on the
experiences she noted in her introduction. Though her stint in private schools was brief, I want to
compare these experiences with private schools. I was also curious about her use of
How did you approach or change your teaching methods based on various geographical
locations?
When she first started working in private schools, Thompson believed she had the
creative freedom to change her classroom and curriculum: “There were a few core texts that
were always taught..but I had a lot of freedom, so I could just pick things”(C. Thompson,
personal communication, October 2, 2018). Something which Thompson mumbled, but I want
to note, is how the administration (department chairs) would pressure her to do what is
traditional or acceptable to the schools standards. This differed from the public school system
because it was more structured and she was told what to teach: “I was teaching British literature
in Maine, 1996, the Maine Learning results influenced what they believed students should
know”(personal communication, October 2, 2018). For those who are not familiar, “The Maine
Learning Results are the standards that identify what ALL Maine students are expected to know
and be able to do at the end of each of four grade spans: pre-K–2, grades 3-4, grades 5-8, and
grades 9-12” (CAS Brochure 3/2003). Thompson believed teaching rural public schools in
Special Education Interview Project
Gales 3
Maine were more socioeconomically diverse because they were white. Private schools strived for
Though a broad question, I wanted to leave this question open for a wider discussion. I
wanted thompson to cover her teaching experience with student with disabilities (SWD), and as a
parent of two children. Have resources been accessible? Are educators meeting learners where
they are at? Thompson was uncomfortable with this question admitting, “It’s kind of a scary
question for me because I feel like...this is not my expertise. I feel like I don’t know everything I
need to know. I know our (society's) philosophical and legal model of inclusion may differ” (C.
Thompson, personal communication, October 2, 2018). Thompson was a little hard on herself,
but her experience teacher education didn’t train her for working with SWD.
Thompson believes all students should have access, and she referenced how her local
school system is wrongly neglecting SWD. Students with high needs require additionally
services which needs larger funding. Students are being outcasted due to the school systems lack
of money in the Special Education program. Thompson believes there is a difference between
behavioral issues and students who need assistance with academic challenges. She believes laws
should be upheld in schools and acknowledged when budget hearings are held. Thompson cited
an law (Title XI) in Missouri presented by the Missouri Board of Education which states that if a
school loses accreditation, students are able to transfer to a different school system. All students
get the authority to transfer to more affluent schools: “Integration works, but it takes work” (C.
Thompson addressed the difference between correcting language and allowing students to
feel included when they have speech difficulties. Correcting language is a harsh term, but she
believes ESL students just require assistance. Thompson encourages students to study this in her
college courses for teacher preparation. Though Thompson was never hands-on during her time
in dorchester, she encountered many students from Haiti. She was aware of a segregated class
style (general v. special) in the public school system. Thompson would have co-teachers in her
classroom to assist with SWD. She is still close to her former colleagues, and even invited them
to her wedding!
Thompson worked with Special educators to navigate IEPs, and worked with her to adapt
assignments for their learners. Special Educators where proactive and motivated to work with
students. I asked thompson about her style for working with the co-teacher and she said, “I didn’t
co-teacher very much. She observed while I taught. I have read some co-teaching articles, which
I have shared with my students. I feel like I could have done way more, and I could have learned
more from my colleagues in the Special Education program. And I regret it” (C. Thompson,
She referred to the special educators to make sure students are comfortable with the
connection with her students, and she tries to be accessible to all s tudents: “I am a big fan of
adjusting an assignment. It drives me nuts when teachers forces every student to be on the same
level. Some students need to feel comfortable asking for adaptations”(personal communication,
October 2, 2018).
Discussion:
Special Education Interview Project
Gales 5
The interview allowed me to see how more “seasoned” educators were taught about
Special Education, and how instruction has evolved. I am glad to have the experience of learning
about different laws and policies which influence learners, and can aid or hinder instruction in
background knowledge, readiness, language, [culture], preferences in learning and interests; and
to react responsively (Nevin, Thousand & Villa, 2015)”, is one of the best practices for working
with SWD. Thompson admitted to not having knowledge of Special Education, but I think she
would have benefitted from different learning techniques. I align with her belief of private
schools having more resources. With a difference in funds or a larger Special Education budget,
more learners are able to receive assistance which public schools may not be able to offer.
Opportunity), I was bused to suburban school systems for a more diverse learning environment.
This non-profit organization provides transportation for inner city students to receive a more
resourceful education, which may be more beneficial than a public school in the city. I can see a
difference in my education in comparison to family members who have grown up in the Boston
Something Thompson touched on after our interview was the idea of stigmas for Special
Education Students. As covered in SED 361, students with disabilities encounter negative
stigmas due to their perception in society. These perceptions can stem from negative stereotypes
in the media and by segregated school systems. The idea of normalcy can lead to low self
esteem, and a disconnect when SWD are mainstreamed: “Making assumptions about an
individual based on classification...is dangerous and can lead to tunnel vision” (Nevin, et al.,
Special Education Interview Project
Gales 6
2015). Students with disabilities should be integrated into the classroom and included in all
activities. This means the educator and/ or a co-teacher should work towards meets the students
Thompson seemed to be lead by the Special Educator, and not working with them. She
talked about discussing the lessons with the co-teacher, but never using Universal Design for
Learning (UDL) to address needs before planning. Thompson was retrofitting her lesson plans
which still keeps the learner in mind , but after the lesson planning process: “...retrofitting the
curriculum is an attempt to find a solution after the fact in order to fit a student into an existing
program” (Nevin, et al., 2015). This is a moment where Thompson and I differ in teaching
philosophies. I believe students with disabilities should be kept in mind from the beginning of
the lesson planning process. I want my diverse learners to feel included in the curriculum, and to
have accommodations made. This allows for all s tudents to receive the same academic
classroom. There are many activities outlined in table 7.5 ( p. 129-131) of Differentiating
Instruction, which can be used to increase student to student connection like Round Table
discussions or Mix-Freeze-Share.
From what I have learned in this interview and in conjunction with my own
understandings, I have compiled a list of recommendations for both educators and school
systems.
● Give teachers more professional freedom from academic limits (Testing, classroom
management, etc.).
● Smaller classroom sizes. No more crowded classrooms because smaller classroom will
● Provide more funding for Special education programs. This will give SWD more
● Give teachers more time to complete paperwork or give them less to assess. No report
● From Thompson: If teachers are reluctant to teach special education students, give them
resources and texts to read. These will educate them and help them to understand diverse
perspectives.
Special Education Interview Project
Gales 8
References