Current Issue 3

General ed. teachers face special ed. realities Chris Gaetano Suburban July 6th 2006 http://suburban.gmnews.com/news/2006/0706/Schools/056.html This article calls attention to the 800 pound gorilla in the room that no one would bring to the forefront until recently; general education teachers who lack the knowledge on how to adequately provide instruction to students with disabilities. The article explores the attempts at adjustment to this reality. Chris Gaetano asserts that general ed teachers often exit college with little or no training in working with special needs students although the number of these students in general ed classes is increasing. This reverse dynamic raises issues because although general ed. teachers are expected to teach special ed. students, it is not a requirement for teacher certification. In fact teachers that serve special needs have always been difficult to find with the article citing the overall factor as lack of interest or ‘attitude problem’. Some feel as though it is not there responsibility to teach those with physical or mental ailments as it ‘gets in the way of true instruction’. Gaetano refers to the recent changes in the IDEA which now highly emphasizes inclusion which had caused states to find ways to keep up with this requirement. However, states are still at a disadvantage due to budgetary problems. We have been cut with budget cuts in all areas with no exception to special ed. Some districts have found alternative means of support such as providing workshops and professional development that address the needs of special needs students. Other districts have sought to partner with colleges to ensure that special ed. is not overlooked. The Department of Educaion recently mandated that teachers be well versed in all areas of education including special education. Although we are seemingly moving in the right direction the “unpreparedness” of colleges to provide the necessary training to circumvent this problem has far to go. This article really hits home for me. I’ve been reflecting on many of these same notions from some of the topics covered in Foundations II. This course is my first experience in looking at diverse learners (or more so special ed. students). Out of the 18 credits 100 field observation hours, and 4 months of students teaching for initial certification, it was never required of me to have a knowledge base in Special ed. nor did anyone direct my attention the overlooked population. Up until I read this article I looked at inclusion in a less than favorable light since I as well as many others was never equipped to handle it in a general ed. classroom. However the article draws attention to the fact that because we are expected to teach inclusion it is only now that teacher prep programs and professional development is up and coming in this area (sort of a reverse positive). It is my belief that all teachers should be well versed in tailoring instruction to meet diverse learners and that educational institutions, as well as public school systems, should invest the time and money to ensure that this happens.