Acquiring the Licensure for Special Education
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Acquiring the Licensure for Special Education
Special Education is concerned with educating children with needs and providing services that are effective to these children. There is a close relationship between this section and the National Council for Special Education (NSCE) (Kim &Lee, 2017). The NSCE body ensures that the children with special needs are educated effectively, and resources for education are provided. The employers of Special Needs Organization are situated throughout the country to enable the coordination of services throughout the country. To acquire the license for teaching special needs children, the teacher must undergo some training on how to handle the unique needs.
There is a wide variance in the certification and licensure in different states. According to Kim and Lee (20017), an approximation of 15 states had all the required types of equipment for special education as compared to the other 13 countries (Kim &Lee, 2017). An approximation of 20 countries included endorsements of the teachers to be part of their certification. About 20 countries offered the same certificate at the level of supervisory. In 1985, 23 states reported separate endorsements as compared to other countries. 20 states reported the requirement of a certificate in general administration to get an endorsement
There are specific alternative options that can be considered to get the certification and licensure. New paths have been introduced to allow the acquisition of certificates and licenses for special education. To be precise, when it comes to mathematics for special education, states like Illinois have made great efforts to coordinate their approaches to acquiring the teachers’ license (Kim and Lee, 2017). The Illinois approach includes a program to enable alternative acquisition of the certificate. This program has got four stages for it to be successful. The first stage is the application, screening, and admission. An eight-week program then follows this process during the summer. A one-year appointment is then made to the applicants whereby the final test is done. The total cost for the program is $450 for the participation of the assessment. The cost of the 8- week course is $7 500 and a one-year practicum.
In as much as many states are using the alternative paths for their licensure, there is a shortage of research on whether the alternative path is better than the usual approach. Enough research is needed to prove whether the alternative paths are significant, and quality is met despite the certification (Kim &Lee, 2017). Students with disabilities need well trained and qualified teachers, especially in math, so that they can be well trained as well. Due to differences in training methods, there is a lack of competency between the well-trained teachers and the teachers. They went through the alternative path of acquiring the license for teaching outstanding education students.
According to Kim and Lee (2017), an approximation of 75% of the states is offering special education based on the in-service training annually (Kim &Lee, 2017). Most of these states only show how the teachers can improve their skills but not training from the beginning. Most of the teachers who go for special education training have the primary goal of enhancing their profession and acquiring the license.
Strategies of Teaching the Disabled Students
There are specific teaching methods that, if applied by the teachers, the outstanding education students can acquire the knowledge faster than others. These teaching methods depend on experience and the training a special education teacher underwent (Kim and Lee, 2017). When it comes to being successful in Mathematics, it is a highly prioritized achievement in America. Teachers who educate the students in Mathematics are considered of high intelligence. Students who excel in Mathematics always have a wide range of opportunities for their careers.
In as much as math is essential to the students’ future, many find it very difficult. The students’ perception of Mathematics depends on several factors like the classroom’s nature, the lecturer, and the assistance from the surrounding environment (Kim &Lee, 2017). However, the main objectives of the students in Mathematics are: to be among the best problem solvers, have mathematical reasoning, the value of mathematics in their daily lives, to build more confidence in mathematics. These goals also apply to the students under special education. Outstanding education students who undertake mathematics require well-trained teachers to enable them to reach their goals in Mathematics.
Nevertheless, teachers’ requirements under a particular education program are not the same as the requirement of ordinary teachers. The reason why the requirements may differ is because of the characteristics of the learner. There are learners with an emotional or physical disability; hence they need a more professional approach than the usual students. These students are likely to perform poorly in Mathematics and have problems with socializing with other people (Kim &Lee, 2017). The physical and emotionally disordered students account for 65% of the outstanding education students. Out of the total percentage, only 10% of the students with disorder take advanced Mathematics courses.
The level of success of the special education and standard students is not reported separately. Many researchers have always provided to required criteria for ranking the level of the success of these students. Many secondary students with special needs in education have experienced mathematics issues, including some of the necessary skills (Kim &Lee, 2017). There are very many students at the secondary level who share emotional disorders. These emotional disorders have affected their academic performance negatively. The learning experiences are being affected because the emotional disorder contributes to anxiety, concentration issues, and lack of persistence in learning.
Three strategies are used with the teachers who take care of the outstanding education students. These strategies are used both to disable and emotionally disable students physically. The first strategy is the use of manipulative to enhance easier understanding and improve memory. The second strategy is to provide equal opportunity between the normal and the disabled students hence boosting their courage (Kim &Lee, 2017). The teachers are supposed to encourage more mathematical programs to facilitate the students’ reasoning and enable them to think critically. The teachers should also allow the students to understand how Mathematics applies in the real-life situation.
Real-world application of the strategies
The strategies of educating outstanding education students can be used in the real world of today. Some disabled students require attention in the classroom. It is essential to use very many mathematical examples to help the disabled students to memorize the concept (Kim &Lee, 2017). When several samples are used in a given mathematical concept, many mathematical problem approaches are learned. This strategy makes the learner retain the memory for a long time and pass in their academics.
It is also essential as a teacher to engage the students in a mastery learning method. The approach of mastery learning enables the student to pass specific tests before advancing to another level. Mathematical subjects need students to be well acquitted with their concepts (Kim &Lee, 2017). For the students to be well conversant with Mathematics, the teacher should provide tests to examine whether the students have learned the concepts. This strategy enables the student to retain the brain’s idea for a very long time hence developing their critical thinking.
As a teacher, there should be corrections of errors made by the students in mathematical concepts. The correction is supposed to be immediately so that the brain cannot retain the mistake. The disabled students have a wavy mind; hence they need immediate attention and correction when a mistake is made (Kim &Lee, 2017). Just like young children, disabled students grasp content through examples and revision of the error method. Mathematical concepts are prone to mistakes; hence they need thorough supervision.
Unique education vocabulary in Mathematics
There are specific vocabularies in mathematics that are used in Special Education. Most of these mathematical vocabularies apply to even the standard student curriculum. The Mathematical vocabularies are defined according to their inventors. Some of these vocabularies include 2-dimensional, which means to lay flat, 3- dimensional, which means solid shape or a shape with not well-aligned sides (Kim &Lee, 2017). Some vocabularies are standard in Mathematics, like “addition,” which means to bring more than one number to make a total. Other vocabularies found in mathematics in special education include: analyze, which means to examine a concept so that you can understand.
In conclusion, special education has a wide range of disciplines that need various professional teachers. The disabled students have the same right to education just as much as the average students. Difficult subjects like Mathematics, precisely in Algebra, need a more advanced and professional teacher to handle the disabled students. There are specific teaching methods that disabled students prefer to ordinary students. These methods allow disabled students to learn more quickly and effectively, just like average students. As a teacher, I would use these strategies to enable my students to acquire more knowledge in Mathematics. Disabled students need more concentration and attention as compared to regular students.
References
Kim, D., & Lee, T. (2017). Analysis of the special education program for the teaching licensure in Korean universities. Special Education Research, 2(2), 5. https://doi.org/10.18541/ser.2003.10.2.2.5