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German Language Teacher >. Teaching and Learning; Online Programs Available.Job Profiles in Special Education. Selected Job Profiles in Special Education. All descriptions are adapted from the U. Specialized Programs; Adult Education. Use of distance-learning programs is a priority in working with. The term specific learning disability. Visit our Recommended Reading or Online Resources to view recommended resources for information on language-based learning. Language for Specific Purposes. English for Specific Purposes: A learning-centred approach. S. Bureau of Labor Statistics: Bureau of Labor Statistics, U. S. Department of Labor, Occupational Outlook. Handbook, 2. 01. 2- 1. Edition, Teachers—Special Education, online at: http: //www. Education- Training- and- Library/Special- education- teachers. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some work with infants and toddlers. The majority of special education teachers work with children with mild to moderate disabilities using or modifying the general education curriculum to meet the child's individual needs. A small number of special education teachers work with students with more significant cognitive disabilities, primarily teaching life skills and basic communication and literacy in connection with general education curriculum. Work Environment. Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Some schools offer year- round education for special education students, but most special education teachers work only the traditional 1. The special education classroom is an environment that relies on collaboration as special education teachers work closely with general education teachers, parents, teaching assistants, therapists, and other pertinent personnel in order to best meet the needs of students with disabilities. Professional traits such as strong organization skills, flexibility, patience, and personal responsibility are important to be a successful special education teacher. While teaching students with disabilities can be highly rewarding, the work also can be emotionally and physically draining. Common issues include heavy workloads and administrative tasks, as necessary documentation of student assessments and progress monitoring can produce a substantial amount of paperwork. At times special education teachers deal with the threat of litigation against the school or district by parents if correct procedures are not followed or if they 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. The physical and emotional demands of the job cause some special education teachers to leave the occupation. Taking advantage of mentoring opportunities and becoming involved in professional organizations can ease these concerns. Education and Training. Many colleges and universities across the United States offer programs in special education at the undergraduate, master's, and doctoral degree levels. Special education teachers usually undergo longer periods of training than do general education teachers. Most bachelor's degree programs last four years and include general and specialized courses in special education. However, an increasing number of institutions require a fifth year or other graduate- level preparation. Among the courses offered are educational psychology, legal issues of special education, child growth and development, assessment, curriculum development and planning, strategies for teaching students with disabilities, and transition. Some programs require specialization, while others offer generalized special education degrees or a course of study in several specialized areas. Students typically spend the last year of their program completing an internship in a classroom supervised by a certified teacher while monitored by the university supervisor. Licensure and Certification. All 5. 0 states and the District of Columbia require special education teachers to be licensed. The state board of education or a licensure advisory committee usually grants licenses, and licensure requirements may vary by state. In some states, special education teachers receive a general education credential to teach kindergarten through grade 1. Many states offer general special education licenses across a variety of disability categories, while others license several different specialties within special education. Find licensure and certification information for your state. Other Qualifications. Special education teachers must be patient, able to motivate students, understanding of their students' special needs, and accepting of differences in others. They must be creative and able to apply different types of teaching methods to reach students who are having difficulty learning. Communication, cooperation, and collaboration are essential skills because special education teachers spend a great deal of time interacting with others, including students, parents, and school faculty and administrators. Special education teachers who work with students in high- incidence disability areas (learning disabilities, behavioral disorders, and speech- language disorders) may work in either an inclusive or resource environment. In an inclusive environment they co- teach with a general education teacher, allowing students with disabilities to stay in the general education classroom throughout the school day. There are a variety of co- teaching models available so that teamed teachers can find and use the model that works best for them and meets the needs of the students with disabilities in the classroom. Resource environments allow the special education teacher to pull students out of the general classroom and teach them in a quieter, more structured location. In some cases, special education teachers may participate in both types of environments within the same school day—co- teaching in one classroom in an inclusion model and pulling students out of another classroom later in the day in a resource model. Special education teachers who work with students who have more significant cognitive or physical needs often work in a self- contained classroom with the support of a teaching assistant. Low- incidence classrooms typically serve students who are working on communication, basic literacy, and functional skills for daily life. While the general course study is used to guide curriculum, the curriculum is often subject to modifications (as opposed to adaptations) in order to merge standard objectives with functional skills. Special education teachers who specialize in emotional or behavioral disorders work with students who exhibit a wide range of characteristics, including but not limited to aggressive behaviors, attention deficit hyperactivity disorders, depression, and anxiety or conduct disorders. Teachers serving these students may do so in the inclusive classroom, in a pull- out/resource model, or in a self- contained classroom environment depending on the nature of the behavioral characteristics being exhibited. Some school districts may have a separate school for students who are unable to effectively function in a regular school environment. A strong working knowledge of behavioral strategies and interventions is necessary. Many special education teachers who work with students with emotional and behavioral disorders choose to pursue a Behavioral Specialist degree in postsecondary education. Special education teachers who work with students identified on the autism spectrum will also find a range of environments from full inclusion in the regular education classroom to a self- contained classroom with additional teaching supports. As autism characteristics include significant communication delays and deficits and an inability to relate to others or social situations, special education teachers who work with this population need to have a strong working knowledge of communication and behavior, as well as content areas and functional skills, since cognitive disabilities may or may not be present in the individual student. Advancement Opportunities. Special education teachers can advance to become supervisors or administrators. They may choose to advance in specialized disability areas and seek higher degrees or certification such as a Behavioral Specialist, Autism Specialist, and so on. They may also earn advanced degrees to become instructors in colleges that prepare others to teach special education. In some school systems, highly experienced teachers can become mentors to less experienced ones, providing guidance to those teachers while maintaining a lightened teaching load. Job Outlook and Earnings. Employment of special education teachers is expected to increase faster than average. Job prospects should be excellent, as many districts report problems finding adequate numbers of certified special education teachers. For salary information in your state, click here. For More Information: Council for Exceptional Children. Crystal Drive, Suite 1. Arlington, VA 2. 22. CEC's Special Interest Divisions. Division of Early Childhood (DEC)Council for Children with Behavioral Disorders (CCBD)Division for Communicative Disabilities and Deafness (DCDD)Division on Autism and Developmental Disabilities (DADD)Division for Learning Disabilities (DLD)Division on Visual Impairments and Deafblindness (DVIDB) ESE Support Services. Speech- Language Pathologist. Nature of Work. Speech- language pathologists (sometimes called speech therapists) assess, diagnose, treat, and help to prevent disorders related to speech, language, cognitive- communication, voice, swallowing, and fluency. Work Environment. Speech- language pathologists (SLP) usually work at a desk or table in clean comfortable surroundings. In schools, they may work with students within their classroom or pull them out to an office or resource room. Some work in the client's home. School- based SLPs typically serve students with both high- incidence and low- incidence disabilities. 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Tufts Veterinary Summer Program for High School Students. Tufts University’s School of Veterinary Medicine offers a two- week summer program to introduce high- school students to the veterinary profession. Tufts University's Veterinary School to Open Low- Cost Pet Clinic at Worcester Technical High School. GRAFTON, Mass. Kochevar, DVM, Ph. D, dean of the Cummings School of Veterinary Medicine. Once approved, pet owners will have access to vaccinations, well- being visits and simple surgeries at significantly reduced fees—just enough to cover the clinic’s costs. In addition to providing hands- on experience for both groups of students and pet owners from disadvantaged backgrounds, the clinic is likely to create a public health benefit by increasing the number of pets who are vaccinated against communicable diseases like rabies, as well as providing surveillance data on outbreaks of animal disease that otherwise might go undetected. Organic Origins. The idea of the clinic grew over time from both sides of the collaboration, but spearheading the concept were two faculty members in the Cummings School’s Department of Clinical Sciences. Associate Professor Elizabeth A. Rozanski, DVM, and Professor John E. Rush, DVM, first conceptualized a clinic to give veterinary students more primary care clinical experience while serving needy animals. The veterinary school’s involvement in the Greater Worcester area has increased since 2. Worcester Housing Authority residences. That effort has since grown to serve 2. WHA sites. The Cummings School’s Shelter Medicine program, led by Dr. Emily Mc. Cobb, began around the same time. The program has engaged local shelters and organizations such as the Worcester Animal Rescue league to provide low- cost spaying, neutering, vaccinations and other services to un- owned animals and pets owned by individuals from disadvantaged areas. Tufts University School of Medicine and the Sackler School undertake research that is consistently rated among the highest in the nation for its. Massachusetts High School Students to Complete TUSM Program; Tuesday, July. When veterinary and vocational educators. The vocational high school is now home to the Tufts at Tech Community. Dr. Rozanski, who serves on the advisory board for WTHS’ veterinary assistant program, identified the high school as a logical fit for a low- cost clinic, and the idea was embraced by Technical Director Peter Crafts and Edwin B. Rozanski and Rush worked with Christina Melvin, BS, CVT—a former veterinary technician at Tufts’ Foster Hospital for Small Animals and now a teacher within the WTHS veterinary assistant program—to craft the two schools’ supporting curricula. They completed the plan within a year.“The students at WTHS have access to the very best—a state- of- the- art school at which to learn, the best faculty available, and now access to the brightest veterinary students,” said Coghlin. Wolfus, DVM, a 1. Cummings School. Instruction of the veterinary assisting program students will be overseen by Melvin and fellow WTHS faculty member Melissa Supernor, CVT, VTS, current president of the Massachusetts Veterinary Technician Association. A Benefit for All. In addition to benefitting under- served pets in the area—many of whom receive little or no care currently—the clinic presents advantages to the students and the community at large. Students in the technical high school’s veterinary assistant program will take increasingly larger roles as they progress through the four- year curriculum, learning safety and hygiene protocols, scheduling appointments, handling transactions, helping to take histories and steady animals during exams and supervise the younger students in the program. By working alongside veterinary students under the supervision of WTHS and Cummings School personnel, veterinary assistant students learn valuable skills, Harrity said, and may also aspire to become veterinary technicians or veterinarians themselves. What’s more, students in programs other than the veterinary assistant curriculum will have a hand in the clinic’s creation. Students in the school’s Computer Aided Design and Drafting program, for example, have helped to design the physical space, others in the Coghlin Construction Technology program will build it, and Graphic Communications students may be tapped to design print and web advertising for the clinic. In a two- week rotation, Cummings School students would lead clinical care for the pets brought to the clinic, performing examinations and diagnostics using the on- site radiology and laboratory equipment, and creating a clinical treatment plan in consultation with Dr. Wolfus. The Worcester clinic will allow Tufts students to gain more experience with routine care and engage in direct communication with clients about financial and medical matters. About $9,0. 00 in equipment for the clinic was donated by Worcester- based LABEX of MA. Cummings School and WTHS personnel are also soliciting monetary and material donations from some Worcester- area and veterinary industry corporations.# # #About the Cummings School of Veterinary Medicine at Tufts University Founded in 1. North Grafton, Mass., Cummings School of Veterinary Medicine at Tufts University is internationally esteemed for academic programs that impact society and the practice of veterinary medicine; three hospitals and two clinics that combined log more than 8.
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