Special Education and the Importance of Collaboration

Collaboration means working with an individual or a group of individuals to achieve a common goal. Its importance is most visible in education. Every day, teachers work together with their peers, school counselors, and other staff for the success of each student. And when it comes to special education, collaboration becomes the single most important thing for a teacher.

A teacher for special education has to collaborate with school administrators, general education teachers, school therapists, psychologists, and parents and guardians. Students with mild disability have now been included in regular classroom teaching, according to the provisions of the Individuals with Disabilities Education (IDEA) Act. This has led to general and special education teachers working together, often with the help of the best fun educational apps. The role of the educator in a general classroom, involves teaching the curriculum and assessing and evaluating special children. It’s important that a the educator brings in a set of personal skills to enhance student learning. Skills of both the general teacher and the special educator should come together to help a student.

A special educator has to work closely with the school management. It’s a vital part of the job. Working with the management will help the special teacher follow the necessary laws and procedure, work with individualized education plan (IEP), and make sure that special children are accommodated in the appropriate classroom. It’s always important to forge a strong relationship with these people for ensuring the success of a special student.

Working with parents is a major challenge for all special education teachers. It’s important to make strong and regular contact. It’s a nice idea to allow parents come and volunteer in the classroom, so that both the educator and the parent can help the children. A special child can obviously relate more to a parent. If parents explain the use of the best fun educational apps for kids, it’s likely to be more believable to the children.

Working with school therapists and psychologists is another key collaboration of a special educator. A therapist can inform the educator about the limitations of a special child. He/she may even recommend the best fun educational apps for kids so that special children pick up social skills faster. The educator, on his/her part, can update the therapist on how a child is progressing. The therapist is also responsible for diagnosis of a special child.

The work of the school psychologist is also largely similar. They too test children for disabilities and ensure that the IEP is being properly followed.

Collaboration is an important part of a special educator’s job, regardless of which part of school education he/she is involved with. Whether it’s working with the school administration, other teachers, parents, guardians, counselors, or therapists, a special educator has to work as part of a team for the betterment of special children. The needs of a special child are much different from that of a neuro-typical. Besides, each child is different. The best fun educational apps can keep the child engaged besides imparting important social skills.

Educating Special Needs Children

Educating a child with special needs is an enormous topic — worthy of several books — but we’ll cover the basics here today.

The Most Important Part of Special Education

By far, without any question, is realizing there’s a problem and defining the problem. If a child makes it to kindergarten without anyone noticing anything dramatically wrong, it’s easy to assume the problem is something minor. (Sometimes, it actually is — we know of at least one child that was diagnosed with profound ADHD when his actual problem was nearsightedness; he wandered around the classroom not because he couldn’t focus, but because he was trying to get a better view of the activities.)

Further complicating the problem is the fact that many special-needs diagnoses are interrelated, or very similar in symptoms. For example, ADHD is strongly correlated with dyslexia, dyscalculia, and several similar diseases — but it’s not associated with the autism spectrum even though it shares far more symptoms in common with mild autism than it does with any of the dys- conditions. A child that doesn’t like to talk might be autistic, or they might have apraxia, or social anxiety disorder, or they might have a bad stutter… or they might be deaf and unable to hear you when you try to provoke a conversation. The point here is that special educators, no matter how skilled, cannot help a child if they’re using tools and techniques designed for the wrong disorder.

Special Needs is Not ‘Remedial.’

The next thing to remember is that there is a large difference between ‘special needs’ and ‘poor scholastic performance.’ Remedial education and special needs education have some overlap, but they are two different subjects — because ‘special needs’ can include scholastic affective disorders like dyslexia, but can just as easily include educating a brilliant but deaf student or a student with Asperger’s Syndrome that is an amazing mathematician and geographical wizard, but has trouble understanding the basics of social play and turn-taking. A good special needs program understands how to deal with gifted children — because being gifted is a special need — as well as those that need remedial assistance. Recognizing strengths has to be part and parcel of every special child’s education.

In fact, there is a special designation in special education — ‘2E’ — for those kids that are ‘twice exceptional,’ and require accommodation in both directions. A girl that is reading three grades above the rest of her classroom, but is also profoundly affected by ADHD and requires constant attention to stay on task — that’s 2E. A boy that is dyscalculic and cannot perform mental arithmetic, but is also a musical prodigy that masters new songs within days — that’s 2E. And these children are more common that most people understand.

The Same is True at Home

If it’s not obvious, these two overarching principles apply just as much to all of the lessons you teach your child at home as well. If you refuse to acknowledge that your child is different than the others, or if you assume that the problem is one thing without getting an expert diagnosis, you’re making a dire mistake. Similarly, learning that your child has dyslexia or ADHD doesn’t mean you have to treat them like they’re not as smart as a ‘normal’ kid — they are, they just have an issue they need your help overcoming.

Special Education Tools

Here are the biggest, broadest tools of special education, and how they relate to those principles:

The Individualized Education Plan (IEP)

The keystone of modern special education, IEPs serve as record-keeping, as a source of information for future educators, and as a tool for assessing the child’s progress. Each IEP contains information about the child’s diagnosis, known expressions thereof, and a record of every technique and tool used in the attempt to educate the child. Without an IEP, there is no individualization — and thus, there is no special education.

Your child’s doctor and/or the school’s specialists will tell you if they’ve been diagnosed with a condition that puts them in the ‘needs an IEP’ category. Not all children with a given diagnosis do — there are plenty of kids with ADHD who get by in mainstream school with no IEP, for example — but there are absolutely those who require special effort even if they receive and properly use a prescription such as Concerta or Adderall. Deciding whether a given child can cope with the school system ‘as-is’ or whether they require legitimate specialized education is part and parcel of the process.

The Special Education Crew and Room

Dealing with one special needs child at home can be quite difficult — imagine dealing with six, eight, or fifteen in a classroom setting! There’s simply no teacher, no matter how expert, who can predict how the kids will interact. When the ADHD kid jumps up partway through an assignment because he decided that spinning around in a circle is more fun than addition, and in his spinning he quite accidentally smacks the child with Oppositional Defiant Disorder in the back of the head, what will happen?

Will she scream at the top of her lungs and scare the autistic student into having a bathroom accident? Will she attack the ADHD boy and leave him wondering why he’s suddenly on the ground and bleeding from a scratch across the cheek? Or will she just upend her desk and get the entire room breaking down into a chaotic melee?

That’s why almost every special education classrooms features a ‘safe room,’ with padded walls and noise insulation a child can retreat to when they know they can’t cope. It’s also why every special educator comes with a squadron of assistants. Some of them are specialized therapists, like the speech pathologist or the occupational therapist; others are ‘simply’ other educators that are trained to deal with the occasional full-classroom breakdown and keep control.

Take-Home Lessons

As a parent, you can learn from these realities. Of course, you already individualize the attention you give your child — but do you keep a record of problems you encounter, solutions you attempt, and how well they succeed or fail? Can you see how that will be useful within a month or two? Do you have a ‘safe space’ the child is allowed to retreat to when overwhelmed? Ask your child’s teacher what tools they use that have worked for your child, and how you can implement similar strategies at home. Special education doesn’t have to — and shouldn’t — stop just because your child left the classroom.

Education in 50 Years: A Futurist’s Perspective

Education is an important tool that is applied in the contemporary world to succeed. The word education means ‘to bring up’. Education provides the basic knowledge that makes a human a human. Since the start of human history people have been learning and educating. People in the past struggled very much to get education. Education has progressed from that time. In the present time only educated people can get success in the world. Without education success is impossible.

Education helps an individual to live a respectful life. Educated people are more helpful in the progress of a country. It is playing an important role in the economic and social prosperity. Career wise, education is the foundation of developing individuals by providing knowledge regarding humanity all over the world. Individuals in the society acquire new approaches in life that build opinions on the economical and social life. Education enables the society to interpret the world around them rightly, innovating to new ways and means that conform to their environment.

Contrary to the ways of getting education in the past, now a day’s getting education is easy. New technologies, books and many other things have made it easy to get education.

According to my perspective education in the future will be even much advanced than the past and present. With the advancement of science and technology education in the future will be very wonder full. The internet is playing an important role in getting education and it will be of great help in the future. In the future everything will be connected with the internet. Smartphones, tablets, laptops, computers and everything today that is helping in getting education will be much more upgraded. In the next 50 years we will be able to open any book while sitting at home with just a gesture of hand. Instead of LCDs or screens everything will be projected in front of us with the help of holographic technology. Even the children’s of 1-3 years of age which are not able to go to school will learn many new things with this technology at home.

Like there are always two faces of a picture, one is bright while other is dark in the same way there are two ways the education in next fifty years can go. Education in the next fifty years may become very easy because everything will be in a student’s reach while sitting at home. There will be no need to carry big and heavy bags to school and colleges. And because of the advancement in science and technology all the lessons and lectures will be provided online. But there may arise many problems due to this. Students will become very lazy and inactive and many problems will surround them due to their inactivity. They will get everything while sitting at home which will distort their health.

The education in next 50 years may become a little difficult for students because new ideas and discovery’s are being made and students are forced to study all that in a very little age so it becomes a burden on them to understand everything but it will be beneficial for them because for getting something you have to lose something. In the whole world, there are many countries which include developed and developing countries. The education system after 50 years will be different in both. It will be really good in developed countries but in developing countries it will not be that much advances because the countries are way back in the field of science and technology. In next fifty years system of education in school, colleges and universities will totally be changed. Studies will become very easy. Science and technology will play an important role in future education but it will not reduce the importance of teacher. A teacher is the main guide in the whole life of a student. He guides them and makes them well disciplined and educated and in the future also teacher will play an important role in the career building of a student. Even if the students will be able to get knowledge from advance resources like internet, still they will need a teacher. Teachers will educate them in school, colleges and universities in a proper way. The role of a teacher in the life a student can’t be neglected.

A teacher is also considered as a “spiritual father” of a student. A student can learn all the knowledge of the world but he can’t understand it without the aid of a teacher. Without a teacher, students will get distracted and get involved in other activities. They will become manner less and their interest for seeking education will die out. The advance technology will also help teacher to convey his teachings in a better way to the students. There is a golden saying:-

“Get knowledge from a child’s cradle till grave”

Role of a teacher in the life of a student in the next fifty years will remain the same as it is in present. As education makes a student well-mannered and well-disciplined so a student of future will also be well mannered and disciplined. He will respect his elders and his teachers. He will follow the right path.

In next fifty years the life of a student will also be changed completely. Now a day, students have a very tough routine. They go to school in morning, from school to tuition and again have to study at home. Their whole day is spent in this routine and they don’t have time for themselves. In future the students will not have to do that much hard work because it is bad for their health and education means to bring up not to bring down. In present days the illiteracy rate is very high. Many children in many countries of the world do not go to school but in future all this would be changed and every child will get education because getting education is the right of every one. System of education in the next fifty years will also be improved as compared to today.

In short, whatever the configuration of an education of future might be technology will play an important role in it. With technology teachers will also play an important role in educating the students. If all the teachers are well educated then they will play a better role and with the coordination of a teacher and new technology the students of future will be the best and they will take their nation or country to the peaks of progress.

Strategies to Transform From a Trainer to a Workforce Educator

Corporate training has tremendous potential to promote learning in organizations. There are two primary elements that are responsible for how much potential is realized within the corporate training classroom, and those elements are the materials provided and the method of delivery. An instructional designer, or someone in a similar role, can develop engaging materials but if the delivery is not well executed, the training will not be as effective as it could. In contrast, if the training materials have not been designed in the most engaging manner, or the material is technical in nature, it is the trainer who can still create positive classroom conditions that are conducive to learning.

There are two types of trainers that can be found within organizations that choose to invest in learning and development. The first is a trainer who adequately delivers the required training materials and meets the minimum requirements for their role. The other type is a trainer who has evolved into someone who has a much greater impact on the learning process within a training classroom, a trainer who has transformed into a workforce educator. While it may seem that both are performing the same function, and to some degree they are because they work with the same materials, one disseminates information and the other brings the class to life and connects the information to participants in a meaningful manner. Becoming a workforce educator does not happen automatically and requires making a conscious decision as a trainer to improve upon existing skills, acquire additional knowledge, and develop new instructional strategies.

The Work of a Corporate Trainer

In general, a corporate trainer will view training from an outcome-based, task-oriented perspective. Participants are required to attend assigned classes and their willing compliance is expected. The role of a trainer involves preparing to instruct participants for what they are expected to learn or complete by the end of the class, whether it involves acquiring new knowledge or developing new skills. They also understand that the primary responsibilities for their role include providing materials, giving instructions, showing processes and procedures, and answering questions. A trainer knows that the learning objectives or outcomes, whether or not they have been directly involved in developing them, determine what must be accomplished and the final results at the end of the class are somewhat within their control since they demand involvement but they cannot force participants to learn.

Of course there are certainly exceptions to this general rule and there are trainers who have taken workshops and classes to advance their knowledge of corporate training methodologies and processes; however, someone who holds a task-centered view of learning still fits within the typical definition of a corporate trainer. Professional development is available through a variety of resources, which includes professional associations devoted to this field. However, professional development requires more than a membership to an organization or group, it must also involve a genuine interest in the growth of the trainer’s own skills. It is easy to believe that if classroom observations and/or performance reviews are adequate, and students respond in a mostly favorable manner to the training instruction, that no further learning and development is needed. That belief only sustains a trainer’s current role and mindset, which can limit their future potential.

Corporate trainers may also be called facilitators or instructors. The words instructor and trainer are generally thought to have the same meaning and they are used interchangeably. Some organizations refer to their trainers as facilitators as it suggests that a trainer is guiding the class rather than leading the process of learning. While that is certainly possible, taking this type of approach still requires advanced instructional experience and strategies, which would change the role of the trainer beyond someone who delivers materials and expects that participants will comply with their instructions. Unless a trainer has acquired advanced knowledge of adult learning and pursued their own professional development, what they are usually most skilled at is the art of corporate training.

What it Means to Be a Workforce Educator

The word facilitator is really not enough to adequately describe a trainer who has transformed from someone who delivers information to someone who educates. A corporate classroom is still going to be instructor-driven, given the nature of how most training occurs, which means the instructor is going to do something more than facilitate a process. Unless students are given the materials in advance, allowed to prepare for discussions before the class begins, and given an opportunity to demonstrate what they have learned through written projects, a trainer is going to do more than guide the participants – they are still going to lead and direct the class. However, what can change the process of corporate training is a trainer who has purposefully transformed and become a workforce educator.

An educator is someone who has developed a different view of how employees as participants are involved in the learning process. In addition, an educator understands that learning begins within the mind of the participants, not with the materials they need to deliver. They are not going to just give participants information that must be assimilated – they understand the basic process of adult learning and through knowing some of the most important adult education principles they will help students learn, apply, and retain new knowledge. A workforce educator will develop instructional strategies that are learner or employee focused, and they will partner with the instructional designer or person who is involved in curriculum development to make certain that all learning activities support the participants’ overall progress and development.

There is another important distinction made between a corporate trainer and a workforce educator. A corporate trainer believes they know enough and are well-equipped to train employees. In contrast, an educator is someone who is focused on their own professional self-development. Regardless of whether a trainer was hired because of their experience rather than their academic accomplishments, they possess a genuine interest in learning how to educate adults. They continue to learn from classes and workshops they attend, they read materials and resources that further the development of their own knowledge base, and they use self-reflection after each class to assess the effectiveness of their instructional strategies. It is possible to be a natural educator without having an advanced degree in adult education because what matters most is the pursuit of some form of ongoing professional development, along with a willingness to continue to learn and adapt for the benefit of the employees as students.

Strategies to Transform from a Trainer to an Educator

The most important characteristics needed to make the transformation from trainer to educator is a mindset that is focused on teaching rather than telling participants what they need to learn, along with an attitude of ongoing development and a willingness to learn. An educator is someone who views themselves as a lifelong learner, even if they have not acquired advanced education. There are many resources available now for educators, especially online, which will anyone to acquire the knowledge necessary to improve their craft. But if someone believes they have already learned enough or know enough about learning, that thinking is going to cause them to get stuck and their developmental capacity becomes limited over time.

Once a trainer has decided they want acquire additional knowledge about adult learning, they can begin to conduct research and read about some of the most important adult education theories. This is going to serve as a pivotal turning point in an educator’s career, becoming well-informed about the process of learning as an adult. One theory that can inform the work of an educator is andragogy, which is about the process of teaching adults who already have experience and knowledge that shapes how they are involved as students or participants. Additional topics and theories that are important to research include cognition, learning styles, critical thinking, transformative learning, student motivation and engagement, multiple intelligences, constructivism, academic skills and academic preparedness, and self-directed learning. There are numerous online websites and blogs devoted to adult education, along with articles about adult learning that can be found online or in print through an online library database.

Ongoing professional development can continue by connecting with other professionals, and LinkedIn is a helpful place to begin searching as there are numerous groups and associations that can be found through this professional networking website resource. As a member of a LinkedIn group it is possible to become involved in discussions and share resources with like-minded professionals who have similar interests in adult learning. Another helpful social networking website that can be used for sharing resources with educators worldwide is Twitter. Your ability to connect with the right audience will depend upon the manner in which you establish your profile and indicate what your professional interests are. The purpose of being involved in ongoing research and connecting with other educators is to inform your work and help you develop instructional strategies that are effective in creating conditions in the classroom where learning can occur. The more you transform and improve your instructional style, the better outcomes your students are likely to experience as a result of attending your corporate training classes.

Corporate Training is Necessary, Workforce Education is Developmental

Corporate training will always be necessary for any organization that needs to provide skill set training or relevant job-related knowledge. There are many individuals who have made a successful career from their work as a trainer, skillfully delivering information in a manner that reduces employee resistance to the training process. Those same individuals may believe that they offer the best possible classroom experience and no further training is required, and they may well be correct. However, everyone who is involved in corporate training has an ability to become more than a trainer, regardless of whether they provide technical training, soft skills training, or other developmental forms of training. Workforce education changes the perspective of a trainer and focuses on the potential of every employee. An educator can help employees obtain the maximum possible benefit from the training classes, while helping them transfer what was learned in the class to their job. This brings out the best in the trainers and the participants as employees, as both experience the transformative nature of learning and being fully engaged in the process. The result of a trainer becoming a workforce educator is that they will likely be more effective in their role, which means that employees (as participants) will gain more from the learning process while improving their retention of knowledge and engagement at work.