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How I pictured special education back at the time where I contemplated switching majors to special ed from physics in undergrad (and perhaps I am contemplating that move today again, after a miserable PhD experience, which revealed that a PhD may not be for me even if I had the ability to complete one): most students will have behavioral problems, learning disabilities or some combination thereof. I expect a lot of disciplining, some bureaucratic wrangling (regardless of whether said bureaucratic wrangling involves the parents or not), and, of course, having to repeat the material a large number of times to students but there are basically two types of students that could make the burden bearable from my standpoint:
1) The student afflicted with behavioral troubles that shows (more or less extended) flashes of brilliance and, as such, is devoid of any learning disability
2) The student with learning disabilities and no behavioral troubles but that still, somehow, perseveres in her learning
But how common are each type of special-ed students?
I understand that I would probably know the material (especially math/science) better than the average Joe-special-ed-teacher...
If you are talking about the burdens of being a teacher before you enter the profession in such as manner that you are looking for some small light to make it bearable, perhaps you need to rethink whether or not it is really an option.
Have you thought about getting a high school physical science certification? In a lot of states those jobs are particularly difficult to fill. Let's put it this way, our personnel super tried to talk me into teaching high school physics one year.
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The only teaching experience I can claim at this point would be 3 semesters of TA duties (1 with discussion sessions, 2 were grading-only) and, if you can call sophomore-level thermodynamics upper-division, then my entire experience of teaching has been with upper-division courses. Were I to try staying in the US trying to work one such job, how helpful would that sort of experience be to land interviews?
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If you are talking about the burdens of being a teacher before you enter the profession in such as manner that you are looking for some small light to make it bearable, perhaps you need to rethink whether or not it is really an option.
Have you thought about getting a high school physical science certification? In a lot of states those jobs are particularly difficult to fill. Let's put it this way, our personnel super tried to talk me into teaching high school physics one year.
One trump card I do have is that I could teach both physics and mathematics, thanks to that undergraduate dual-major. However, I think getting a high school physical science certification in the US rather than in my home province would not be cost-effective. Plus I do not think many school districts are favorable to have high school physics teachers on H1B or TN visas... Then again, which states are most favorable to hire physical science/math teachers on H1B/TN visas?
But there's no going around the bureaucracy or disciplining even with middle/high school-level physical science teaching jobs.
1) The student afflicted with behavioral troubles that shows (more or less extended) flashes of brilliance and, as such, is devoid of any learning disability
2) The student with learning disabilities and no behavioral troubles but that still, somehow, perseveres in her learning
In the past year (I'll count 2014-2015 school year), I have had only one of #1 (severe behavioural/tourette/ODD - I'm talking daily violence with 4+ years advanced brilliance - he exhausts me daily and is a current student) and three of #2 (all were a joy to work with). The rest, the vast majority, were students with moderate to severe disabilities ranging from Aspergers, Downs, Rett, and severe Angelman syndrome. Cognitive delays were moderate to profound.
Learning disabilities without other major pervasive conditions is more of a literary consultant/specialists issue. Special ed is for people with more moderate to profound disabilities. I don't see anything in your post that suggests this is the right field for you (k-12).
Might I suggest "inclusive education support" at a post secondary level? That is more geared towards what you are referring. In k-12 special ed, you will be more likely to deal with tube feedings and diapers than a behavioural genius.
I understand that I would probably know the material (especially math/science) better than the average Joe-special-ed-teacher...
We are generally teaching life skills, not transmitting your physics knowledge. You will be teaching $2.99 + $1.99 + tax in the 12th grade. Teaching cups, tablespoons, and teaspoons to help them achieve independence (either alone or in group housing). Sorry, this profession is not what you perceive. There will be rare instances where you are adapting advanced curriculum (Deaf or blind students with no cognitive delays), but that's maybe 1%?
There's nothing wrong with not wanting to do that (it's not something you can do if you don't want to), I just think you are looking at the wrong job. I'm sure there is something for inclusive support in post-secondary that may interest you.
Might I suggest "inclusive education support" at a post secondary level? That is more geared towards what you are referring. In k-12 special ed, you will be more likely to deal with tube feedings and diapers than a behavioural genius.
In which case I may want to know what qualifications are usually required for that sort of thing... and also what's the demand like for that.
How I pictured special education back at the time where I contemplated switching majors to special ed from physics in undergrad (and perhaps I am contemplating that move today again, after a miserable PhD experience, which revealed that a PhD may not be for me even if I had the ability to complete one): most students will have behavioral problems, learning disabilities or some combination thereof.
Secondary science is a shortage area. You should really stick with that if you want to pursue K-12 education.
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Originally Posted by Yvanung
I expect a lot of disciplining, some bureaucratic wrangling (regardless of whether said bureaucratic wrangling involves the parents or not),
Picture this: Let's say that you have a case load of 10 students with behavior disorders. That means on top of all the parent teacher conferences you have during the year you have at least one annual review for each student to develop the individual education plan for that student, so ten meetings. You already anticipate behavioral issues so in the discipline process for these kids, if they face suspension at a certain number of days, you are going to have another meeting to determine if the behavior is a manifestation of their disability. You are going to tweak behavior plans. Depending on your expertise, and the expertise of those around you, it's going to be a meaningful exercise or you will just be going through the motions. The meaningfulness also depends heavily on the support of your building administration.
Did I mention you have to invite the parents in writing (but only once if they respond the first time), do the paperwork for the meeting and then send a notice of what you decided in the meeting?
If their 3 year eligibility comes up during the year, you'll have another meeting for that, too.
You'll have all the same grading requirements and report card paperwork that general education teachers have, but you'll need to report also on the IEP goals.
If you get into this profession, you'll need to enjoy this type of paperwork, because none of it ever is not required.
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Originally Posted by Yvanung
and, of course, having to repeat the material a large number of times to students but there are basically two types of students that could make the burden bearable from my standpoint:
1) The student afflicted with behavioral troubles that shows (more or less extended) flashes of brilliance and, as such, is devoid of any learning disability
If you have this type of student, you are going to be working heavily on behavior and coping with emotions. It doesn't matter if a kid is brilliant when he is upset about something and only wants to throw chairs and computers around the room. You have to drop the lesson plan and protect the safety of that student and the nine others you have. It will be more important to be trained in CPI or MANDT to de-escalate the behavior. Oh and if you need to restrain the student, you have to fill out paperwork and send it home to the parents, usually within 24 hours of the incident. Hope your building administration is supportive.
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Originally Posted by Yvanung
2) The student with learning disabilities and no behavioral troubles but that still, somehow, perseveres in her learning
Yes we have these kids but you have to deal primarily with the issues that make them eligible for special education services.
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Originally Posted by Yvanung
But how common are each type of special-ed students?
This varies from state to state but about 10-14 % of students have disabilties, with the majority being learning disabilities and 6-8% being emotional disturbance.
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Originally Posted by Yvanung
I understand that I would probably know the material (especially math/science) better than the average Joe-special-ed-teacher...
Hopefully you will know behavioral analysis and behavior management techniques, technology and instructional techniques, how to modify and adapt curriculum, etc. That's far more important in special education than knowing general education content.
Your average Joe-special-ed-teacher, as you call him or her, has a wealth of knowledge that most aspiring teachers have no idea even exists, and many, many of them working in our schools every day are so under appreciated.
If you want to do special education, and do it right, you have a lot of learning ahead of you.
Thanks for clearing up misconceptions I used to hold... except that I seemed to separate pedagogy (e.g. behavioral analysis and so on, so forth) from content knowledge material and designate the "material" as mostly content knowledge.
In the past year (I'll count 2014-2015 school year), I have had only one of #1 (severe behavioural/tourette/ODD - I'm talking daily violence with 4+ years advanced brilliance - he exhausts me daily and is a current student) and three of #2 (all were a joy to work with). The rest, the vast majority, were students with moderate to severe disabilities ranging from Aspergers, Downs, Rett, and severe Angelman syndrome. Cognitive delays were moderate to profound.
Learning disabilities without other major pervasive conditions is more of a literary consultant/specialists issue. Special ed is for people with more moderate to profound disabilities. I don't see anything in your post that suggests this is the right field for you (k-12).
Might I suggest "inclusive education support" at a post secondary level? That is more geared towards what you are referring. In k-12 special ed, you will be more likely to deal with tube feedings and diapers than a behavioural genius.
With all respect, I was an OT in public schools for 5 years, and there are many self-contained classrooms in every school district. The kids you guys are referencing sound more like Special Services school districts. We had a self-contained preschool disabled classroom as well as inclusion, and also for kids on the autism spectrum (many of whom were higher on the spectrum and had potential to live semi-independent lives) and kids with cerebral palsy and other delays.
Sometimes they are there because their disabilities require a special ed teacher but they are not severe enough for special services, in other cases they are more severe but the parents want them in public school.
In any case, the district I worked in had several dozen special ed teachers, and they were always in demand.
I do agree though that OP, you do not sound like the kind of person who should teach special ed. It really is one of those "you do it because you love it even though it's hard" things. You need a ton of patience and compassion both for dealing with the kids and the parents, and really like nursing you should have a calling for it IMO.
Sometimes they are there because their disabilities require a special ed teacher but they are not severe enough for special services, in other cases they are more severe but the parents want them in public school.
Any services provided by a special education teachers are special [education] services, as opposed to related services, e.g. speech, occupational or physical therapies for example. An eligible student receiving services from a special education teachers is receiving services.
Just wanted to clarify.
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