Marjorie G.

Pagarigan BEED ll B

Special Needs Education is education for students with disabilities, in consideration of their
individual educational needs, which aims at full development of their capabilities and at their
independence and social participation. Special Needs Education is carried out in various forms,
including in resource rooms, in special classes ( both are in regular schools ), and in special schools
named “Schools for Special Needs Education”.

Formerly, special schools had been established separately by types of disabilities, as “Schools for the
Blind”, “Schools for the Deaf” and “Schools for the Intellectually Disabled, the Physically Disabled and
the Health Impaired”. However, the number of children with multiple disabilities is recently increasing,
and in order to appropriately meet their needs, the School Education Law was partially amended and
enacted in FY 2007. Under the new “Schools for Special Needs Education” system, one particular
school can accept several types of disabilities. Schools for Special Needs Education are schools for
children with comparatively severe disabilities. Those schools comprise four levels of departments,
namely, kindergarten, elementary, lower secondary and upper secondary departments. (The
elementary and the lower secondary are compulsory education.) In Schools for Special Needs
Education, children learn by special curriculum, being surrounded by rich number of teachers and
various facilities and equipment which meet the needs of those children. Therefore, the expense per
student in Schools for Special Needs Education is about 10 times as that in regular schools. Special
Needs Education is provided also in regular schools. Special classes are small classes for children with
comparatively mild disabilities that may be established in regular elementary and lower secondary
schools. It may also be established as a branch class in a hospital for sick children.

There is another program of resource rooms (in regular elementary and secondary schools) where
children with disabilities who are enrolled in and studying most of the time in regular classes may visit
few times a week to receive special instruction. The disabilities covered in this program are speech
impairment, autism, emotional disturbance, low vision, hard-of-hearing, Learning Disabilities (LD),
Attention-Deficit/Hyperactivity Disorder (ADHD) and others.

In addition, various efforts are made in regular classes, such as instruction in small groups, team-
teaching, instruction according to different achievement levels and the use of support assistants.

Furthermore, since FY2003, MEXT has commissioned all prefectures with the implementation of the
“Project for the Promotion of the Special Needs Education System” in order to lay the foundation for a
comprehensive education support system for children with Developmental Disorders such as LD,
ADHD etc. studying in regular elementary and secondary school classes. This project has been
expanded to include kindergartens and high schools in addition to elementary and secondary schools,
so that consistent support is expected to be provided to children with disabilities for the whole period
from infancy to employment.
Marjorie G. Pagarign BEED ll B

Special needs education

Special needs education means the special educational arrangements which are in place for children
with disabilities. All children – including children with disabilities and children with special needs –
have a constitutional right to free primary education. Children with special educational needs have the
right to free primary education up to age 18 see ‘The law on special needs education’ below. In
the Irish Constitution there is information about the role of the State in providing education and the
rights of parents.

You are a person with special educational needs if your capacity to participate in and benefit from
education is restricted due to an enduring physical, sensory, mental health or learning disability. The
policy is to provide special needs education in mainstream settings as far as possible. The provides
that children are to be educated in an inclusive setting unless this would not be in the best interests
of the child or the effective provision of education for other children in mainstream education.

The National Council for Special Education (NCSE) has published an information booklet for
parents, Children with Special Educational Needs.

Special needs education supports

Education for children with special needs may be provided in mainstream classes in mainstream
schools, in special classes in mainstream schools or in special schools.

Mainstream classes

Many children with disabilities or special needs are in mainstream classes in mainstream schools. They
may get help from learning support and resource teachers and care support from special needs
assistants (SNAs). You can read more about these supports for children with special educational needs
in our documents on special needs education in primary schools and post-primary schools.

Special classes in mainstream schools

Some children attend special classes in mainstream schools. These classes generally have low
pupil/teacher ratios.
Marjorie G. Pagarigan BEED ll B

Special Education Acronyms and Their Meanings

1. FAPE: stands for Free Appropriate Public Education. Each child has the right under IDEA to receive a free
appropriate public education.

2. IDEA: stands for the Individuals with Disabilities Education Act; which is the federal law that applies to special
education.

3. IDEA 2004: This is the federal law that was reauthorized in 2004. If you see this in an article, it usually means
that something was changed in IDEA, by the reauthorization in 2004.

4. LEA: stands for the local educational agency, which is your local school district.

5. SEA: stands for the state educational agency, which is your states board of education.

6. IEP: stands for the Individual Educational Plan, which must be developed for every child that receives special
education services.

7. LRE: stands for Least Restrictive Environment. LRE means that children with disabilities need to be educated
in the least restrictive environment, in which they can learn. LRE starts at the regular classroom and becomes
more restrictive.

8. NCLB: stands for the No Child Left Behind Act.

9. IEE's: stands for an Independent Educational Evaluation. These are initiated and paid for by parents, to help
determine their child's disability or educational needs.

10. IEE's at Public Expense: stands for an IEE where the school district pays for it. There are rules that apply to
this, that you must learn before requesting an IEE at public expense. Many special education personnel try and
do things that are not allowed under IDEA, so you need to educate yourself.

11. ASD: stands for Autism Spectrum Disorder, which some school districts use in their paperwork.

12. ADD: stands for Attention Deficit Disorder.

13. ADHD: stands for Attention Deficit Hyperactivity Disorder.

14. PWN: stands for Prior Written Notice. Parents must be given PWN when the school district wants to change
things in the child's IEP. (such as eligibility, change services, refuse to change services etc.).

15. ABA: stands for Applied Behavioral Analysis that is an educational treatment for Autism.

16. SID: stands for Sensory Integration Disorder. A lot of children with Autism have difficulty with sensory
integration.

17. SPD: stands for Sensory Processing Disorder which is the same as above, but some people in the special
education field, call it different names.

By understanding the acronyms used by special education personnel, you can be a better advocate for an
appropriate education for your child.
Marjorie G. Pagarigan BEED ll B

Duties of Special Education Teachers

Special education teachers typically do the following:

Assess students' skills to determine their needs

Adapt general lessons to meet the needs of students

Develop Individualized Education Programs (IEPs) for each student

Plan, organize, and assign activities that are specific to each student's abilities

Teach and mentor students as a class, in small groups, and one-on-one

Implement IEPs, assess students' performance, and track their progress

Update IEPs throughout the school year to reflect students' progress and goals

Discuss students' progress with parents, other teachers, counselors, and administrators

Supervise and mentor teacher assistants who work with students with disabilities

Prepare and help students transition from grade to grade and for life after graduation

Special education teachers work with general education teachers, counselors, administrators, and
parents. Together, they develop IEPs specific to each student's needs. IEPs outline the goals and
services for each student, such as sessions with school psychologists, counselors, and special
education teachers. Teachers also meet with parents, administrators, and counselors to discuss
updates and changes to the IEPs.

Special education teachers' duties vary by the type of setting they work in, students' disabilities, and
teachers' specialties.

Some special education teachers work in classrooms or resource centers that include only students
with disabilities. In these settings, teachers plan, adapt, and present lessons to meet each student's
needs. They teach students in small groups or on a one-on-one basis.

In inclusive classrooms, special education teachers teach students with disabilities who are in general
education classrooms. They work with general education teachers to present information in a manner
that students with disabilities can more easily understand. They also assist general education teachers
in adapting lessons that will meet the needs of the students with disabilities in their classes.

In addition, special education teachers collaborate with teacher assistants, psychologists, and social
workers to accommodate requirements of students with disabilities. For example, they may have a
teacher assistant work with them to provide support for a student who needs particular attention.
 Marjorie G. Pagarigan BEED ll B

Traits of a Special Education Teacher

1. Organization. One of the core skills that will help a teacher every day in the classroom is the
ability to be highly organized. The confidence of children should stem from the structure of an
orderly atmosphere provided by the teacher. Some common ways that special education teachers
make a classroom well organized include using color coordinated folders and baskets, labeling all
important areas of the classroom, and assigning each child a communication notebook that
travels from home to school and back. In addition to classroom organization, special education
teachers should have organized record-keeping skills as they report to a variety of
administrators to show they are up-to-date on key teaching requirements. Teachers today rely on
a combination of software programs and old-fashioned pen-and-paper to keep such records.
2. Creativity. Everyone has a different learning style. The best teachers are able to adapt their
lessons in creative ways to highlight the learning strengths of each individual child. The special
education teacher must be able to include all children in the learning process, which may involve
teaching the same material in four or five different ways. In order to be prepared, a teacher must
call upon new teaching techniques on a regular basis. This benefits all of the students as each will
be able to capitalize on his or her own learning strengths while developing skills in other areas.
For example, a student who learns best visually will also develop his or her own auditory and
kinesthetic learning styles in a creative classroom.
3. Highly intuitive. Some children may find difficulty in properly expressing what they are feeling,
due to their communication skill level. They may act out or withdraw because they are feeling
confused, frustrated, or even overwhelmed. A special education teacher needs to have intuitive
skills to sense underlying issues behind a child’s behavior, along with helping them as situations
occur.
4. Calming nature. The intensity of the classroom environment may also create stress. This is often
magnified in a special education classroom where children may be dealing with behavioral and
learning issues. A great teacher will have a calm nature to their countenance that helps reduce
the level of stress in the room. Creating a safe classroom is characterized by maintaining a calm
atmosphere and is a crucial skill for teachers to master.
5. Detail-oriented. One specific aspect of being a well-organized teacher is having the ability to pay
close attention to detail. Special education teachers are consistently assessing students through
formal and informal methods, where details make a difference. When applying for jobs special
education teachers may notice that “attention to detail” is listed as one of the requirements for
the application.
Marjorie G. Pagarigan BEED ll B

Traits of a Special Education Teacher

Deadline-oriented. Sticking to a clear schedule helps children stay calm by creating

expectations through a daily routine. Additionally, special education teachers play an important
role in a child’s goals for the year through their Individual Education Plan.

Adaptability. Teachers must be adaptable as you never know what may happen in the
classroom. Children may have outbursts, meltdowns, and disruptions due to leaving the room to
attend mainstream classes and meetings with therapists. A teacher has to be able to maintain
order, keep to a schedule, and be flexible as all of these situations may arise. Modeling
adaptability is important because children with special needs often need to learn how to adapt to
their surroundings based on their disability. A teacher who demonstrates this effectively teaches
the child how to do so in different situations.

Even tempered. All classroom environments can be stressful and is often heightened in special
education settings where different learning situations in children may take place. Special
education teachers also work closely with parents, therapists and other professionals, which can
bring added stress. A great special education teacher must be even-tempered and must have
excellent coping techniques.

Good sense of humor. A great special education teacher should be able to recognize the
appropriate times to have a good laugh and help shift the atmosphere of the classroom to a more
cheerful one. A good site to bookmark for humorous articles that special education teachers can
relate to is The Lighter Side links on the From Emotions to Advocacy website.

True love of children! The top nine traits on this list are all very important for a special
education teacher to have. However, none are as important as having a true love of children.
Children instinctively know when they are loved and a teacher plays a key role in their
development. It is imperative that teachers feel a genuine love and joy for children and their
chosen career.
Marjorie G. Pagarigan BEED ll B

What is a Special Education Teacher?

A special education teacher is someone who works with children and youths who have a
variety of disabilities. Children with special needs require unique instruction by specially trained
professionals to help them achieve their highest potential and strive to progress beyond their
limitations. Special education teachers are patient, understanding educators dedicated to giving each
individual student the tools and guidance needed to help them maximize success.

A small number of special education teachers work with students with severe cognitive, emotional, or
physical disabilities. Their job is primarily teaching them life skills and basic literacy. However, the
majority of special education teachers work with children with mild to moderate disabilities, modifying
the general education curriculum to meet the child's individual needs and providing required
instruction. Most special education teachers instruct students at the preschool, elementary, middle,
and secondary school level, although some work with infants and toddlers.

What does a Special Education Teacher do?

Special education teachers work with students who have a wide range of special needs and
disabilities. These specially-trained educators create and apply appropriate curricula and assign
activities that are specific to each student’s abilities and needs. Special education teachers also involve
themselves in each student’s academic, social and behavioral development.

Special needs educators assist in developing Individualized Education Programs (IEPs) for each
individual student. The Individualized Education Program is designed to develop individual goals for
the student and is modified to the student’s abilities and needs. Special education teachers go over
the IEP with the child’s parents, general education teachers, and school administrators. They work very
closely with parents to keep them updated on progress and make recommendations to promote
learning in the home.

A large part of a special education teacher's job involves communicating and coordinating with others
involved in the child's well-being, including parents, social workers, school psychologists, occupational
and physical therapists, school administrators, and other teachers.
Marjorie G. Pagarigan BEED ll B

What is the workplace of a Special Education Teacher like?

As schools become more inclusive, special education teachers and general education
teachers increasingly work together in general education classrooms. Special education
teachers help general educators adapt curriculum materials and teaching techniques to
meet the needs of students with disabilities. They coordinate the work of
teachers, teacher assistants, and related personnel, such as therapists and social
workers, to meet the individualized needs of the student within inclusive special
education programs.

Special education teachers work in a variety of settings. Some have their own classrooms
and teach only special education students; others work as special education resource
teachers and offer individualized help to students in general education classrooms; still
others teach together with general education teachers in classes including both general
and special education students. Some teachers work with special education students for
several hours a day in a resource room, separate from their general education classroom.
Considerably fewer special education teachers work in residential facilities or tutor
students in homebound or hospital environments.

The work also can be emotionally demanding and physically draining. Many special
education teachers are under considerable stress due to heavy workloads and
administrative tasks. They must produce a substantial amount of paperwork
documenting each student's progress and work under the threat of litigation against the
school or district by parents if correct procedures are not followed or if the parents feel
that their child is not receiving an adequate education. Recently passed legislation,
however, is intended to reduce the burden of paperwork and the threat of litigation.

Special Education Teachers are also known as:

Special Education Resource Teacher Self-Contained Special Education Teacher Inclusion
Teacher
Marjorie G. Pagarigan BEED ll B

5 Traits of Effective Special Education Teachers

1. Patience

When a child has special needs, patience is a must. Since this type of student takes longer to perform simple
tasks, understanding is key for development. No matter how long it takes, a special education teacher must
give a child time to complete the task. Having a good sense of humor will help along the way. Although the
classroom is a place for serious learning, dealing with a special needs child will require the ability to create a
cheerful environment that empowers this type of student to gain success. Also, it is up to this teacher to take
time and comprehend each student’s individual needs so that frustrating situations can be avoided.

2. Organization

Organization is key for all teachers, especially those who deal with disabled students. When a child is taught in
an organized environment, he or she will have higher confidence levels. There are numerous ways a teacher can
remain organized. For example, it is possible to use color-coded folders and notebooks. To cut confusion, it is
wise to label various areas of the classroom. Every special ed teacher must keep records so that he or he can
accurately report students’ accomplishments to administrators and parents as well.

3. Creativity

Since all children have different learning styles, a special education teacher must have the ability to adapt
lessons that work for the strengths of each child. In certain circumstances, students may function well but have
social interaction problems. Others may not be able to perform basic speaking or motor skills. While designing
daily activities and plans for the classroom, a teacher must get creative in order to accommodate all of the
children’s needs. Since disabilities may manifest differently each day, planning must remain flexible as well.
There must be time to deal with outbursts or other roadblocks. New teaching techniques are developed on a
regular basis, so a special education teacher must remain abreast of the most effective methods.

4. Acceptance

A special education teacher works alongside disabled students with various problems. No matter the issues,
this professional must accept all children and interact with dignity and respect. Even children who are unable to
communicate properly or function at low developmental levels sense negativity, especially when a teacher is
acting in an uncomfortable manner. It is key to create a sense of value within the classroom so that all children
have the maximum chances of gaining success.

5. Intuitive and Calming Nature

Certain children find it difficult to express their feelings, especially when they have communication problems.
Oftentimes, special needs students withdraw or act negatively when they get confused or feel overwhelmed. A
special education teacher must use his or her intuitive skills to uncover the underlying reasons behind the poor
behavior.
Marjorie G. Pagarigan BEED ll B

Physical Disabilities

Includes physiological, functional and/or mobility impairments

Can be fluctuating or intermittent, chronic, progressive or stable, visible or invisible

Some involve extreme pain, some less, some none at all

Characteristics of “Progressive” conditions and examples:

These disabilities get worse over time but can fluctuate.

Multiple Sclerosis – neurological deterioration

Muscular Dystrophy – muscular disorders

Chronic Arthritis – inflammation of the joints

Characteristics of “Non-Progressive” conditions and examples:

These disabilities are non-progressive and remain stable.

Cerebral Palsy – neurological condition

Spina Bifida – congenital malformation of the spinal cord

Spinal Cord Injury – neurological damage resulting from trauma

These disabilities are non-progressive but can fluctuate.

Fibromyalgia – chronic pain condition

Chronic Fatigue Syndrome – chronic fatigue condition

Visual Disabilities

“Legally Blind” describes an individual who has 10% or less of normal vision.

Only 10% of people with a visual disability are actually totally blind. The other 90% are described as having a
“Visual Impairment.”

Common causes of vision loss include:

Cataracts (cloudy vision – treatable)

Diabetes (progressive blindness)

Glaucoma (loss of peripheral vision)

Macular Degeneration (blurred central vision)

Retinal Detachment (loss of vision)

Retinitis Pigmentosa (progressive blindness)

Marjorie G. Pagarigan BEED ll B

Mental Health Disabilities

Mental health disabilities can take many forms, just as physical disabilities do.

Unlike many physical illnesses though, all mental illnesses can be treated.

They are generally classified into six categories:

Schizophrenia – The most serious mental illness, schizophrenia affects about 1% of Canadians.

Mood Disorders (Depression and Manic Depression) – These illnesses affect about 10% of the
population. Depression is the most common mood disorder.

Anxiety Disorders – These affect about 12% of Canadians. They include phobias and panic disorder as
well as obsessive-compulsive disorder.

Eating Disorders – They include anorexia nervosa and bulimia and are most common in men and
women under the age of 30.

Personality Disorders – There are many different personality disorders. People with these disorders
usually have a hard time getting along with other people. They are the most difficult disorders to
treat.

Organic Brain Disorders – These disorders affect about 1% of people. They are the result of physical
disease or injury to the brain (i.e., Alzheimer’s, Stroke, Dementia).

Intellectual Disabilities

Characterized by intellectual development and capacity that is significantly below average.

Involves a permanent limitation in a person’s ability to learn.

Causes of Intellectual (or Developmental) Disabilities include:

Any condition that impairs development of the brain before birth, during birth, or in childhood years

Genetic conditions

Illness affecting the mother during pregnancy

Use of alcohol or drugs by pregnant mothers

Childhood diseases

Poverty — Children in poor families may become intellectually disabled because of malnutrition,
disease-producing conditions, inadequate medical care, and environmental health hazards.