Teaching Special Education
Language, Communication, and Speech
As a future teacher, I want to prepare every child for the real world and make a difference in generations to come. Lets take a step into the world of education and learn about the importance of language, communication and speech in all aspects-- from understanding, developing, and guiding to acknowledging many of the conflicts that directly effect learners. This blog will focus on English Language Learners, Autism Spectrum Disorder, and Hearing Impairment in the classroom from early childhood to adolescent years.
Children are still being left behind.
The use of language and communication are two of many skills a person may need in order to successfully strive socially and academically. The following definitions have been retrieved from Teaching Students with Special Needs in Inclusive Classrooms (2016):
Language: The rule-based method of communication relying on the comprehension and use of the signs and symbols by which ideas are represented.
Communication: The process of exchanging knowledge, ideas, opinions, and feelings through the use of verbal or nonverbal language.
Speech: The vocal production of language.
Acquiring these lifelong skills are sometimes easier said than done for certain individuals. Students are challenged by factors such as age, learning disability, socio-economic status, ethnicity, family background, delivery of services, environment, etc.
Why?
English Language Learners (ELLs)
One conflict that causes difficulty as an ELL student is found in the education department, when some schools fail to meet the requirements that the state mandates. In the article, "English Language Learners as Pawns in the School System's Overhaul" Freedman describes a situation in New York City's public schools where ELLs are denied of an equal opportunity to education. In multiple cases, ELLs have been, "moved around, shunted aside and denied the very kind of instruction they are due" (2007). Approximately 200 ELLs are counted as “the missing ELLs” who have been swept under the rug and not receiving the necessary services and instruction. In addition, even the ELLs receiving services in the small schools are serving no purpose. Teachers are not properly trained and schools do not offer English-fluency classes. Instead, ELLs of all levels are put together into a single class for one period throughout the day. Research shows that the achievement gap between Hispanic and Whites has not been changed for the past two decades (Webley 2011). Clearly, more concern and effort to make improvements is needed in some school districts.
Learning disabilities (Autism Spectrum Disorders and Hearing Impairment)
Some factors that cause challenges for students with learning disabilities are uncontrollable and inevitable. Unfortunately, it is common for the teacher and parent to have conflicts. This is due naturally to the fact that people have different perspectives, values, and beliefs. Disagreements are likely to arise when discussing the student's disability, severity, needs, IEP, etc. Sometimes these are caused by miscommunication or misunderstandings with the special education process. This is extremely problematic because according to special education laws without the parent's approval, no special instruction can take place. If a student's needs are not met in the classroom, the value and progression of learning is diminished. It is important to maintain a level of respect and acceptance between the teacher and parent in order to effectively communicate and approach a child's needs. Collaboration is key.
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| Teacher providing guidance to a student with special needs in an inclusive classroom. Positive teacher and student relationships make the learning process more effective and meaningful. http://wpsk12.com/resources/special-education-department/ |
