Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

CHAPTER SIX

The Special Education Teacher in the 21st Century

THE SPECIAL EDUCATION TEACHER

A special education teacher is someone who works with children and youths who have a
variety of disabilities. Children with special needs require unique instruction by specially trained
professionals to help them achieve their
highest potential and strive to progress
beyond their limitations.

A person working as a Special

Education Teacher in Philippines typically
earns around 43,400 PHP per month.
Salaries range from 20,000 PHP (lowest)
to 69,000 PHP (highest).

This is the average monthly salary

including housing, transport, and other
benefits. Special Education Teacher salaries vary drastically based on experience, skills, gender, or
location. Below you will find a detailed breakdown based on many different criteria. i

A. PERSONAL ATTRIBUTES OF SPECIAL EDUCATION TEACHER

Teachers play a critical role in the development of children. An excellent teacher can serve
as an inspirational and encouraging role model for a child long after the classroom year is over. This
is especially true when it comes to special education teachers who work with children dealing with
diverse challenges and needs.

A highly qualified special education teacher with an advanced degree is best suited to help
children face and overcome challenges, while striving to be their personal best. Special education
teachers, who set the bar, embody the following traits:

1. Organization. One of the core skills that will help a teacher every day
in the classroom is the ability to be highly organized. The confidence
of children should stem from the structure of an orderly atmosphere
provided by the teacher. Some common ways that special education
teachers make a classroom well organized include using color
coordinated folders and baskets, labeling all important areas of the
classroom, and assigning each child a communication notebook that
travels from home to school and back. In addition to classroom
organization, special education teachers should have organized
record-keeping skills as they report to a variety of administrators to
show they are up-to-date on key teaching requirements. Teachers today rely on a combination of
software programs and old-fashioned pen-and-paper to keep such records.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

2. Creativity. Everyone has a different learning style. The best teachers are able to adapt their lessons
in creative ways to highlight the learning strengths of each individual child. The special education
teacher must be able to include all children in the learning process, which may involve teaching the
same material in four or five different ways. In order to be prepared, a teacher must call upon new
teaching techniques on a regular basis. This benefits all of the students as each will be able to
capitalize on his or her own learning strengths while developing skills in other areas. For example,
a student who learns best visually will also develop his or her own auditory and kinesthetic
learning styles in a creative classroom.

3. Highly intuitive. Some children may find difficulty in properly expressing what they are feeling,
due to their communication skill level. They may act out or withdraw because they are feeling
confused, frustrated, or even overwhelmed. A special education teacher needs to have intuitive
skills to sense underlying issues behind a child’s behavior, along with helping them as situations
occur.

4. Calming nature. The intensity of the classroom environment may also create stress. This is often
magnified in a special education classroom where children may be dealing with behavioral and
learning issues. A great teacher will have a calm nature to their countenance that helps reduce the
level of stress in the room. Creating a safe classroom is characterized by maintaining a calm
atmosphere and is a crucial skill for teachers to master.

5. Detail-oriented. One specific aspect of being a well-organized teacher is having the ability to pay
close attention to detail. Special education teachers are consistently assessing students through
formal and informal methods, where details make a difference. When applying for jobs special
education teachers may notice that “attention to detail” is listed as
one of the requirements for the application.

6. Deadline-oriented. Sticking to a clear schedule helps children

stay calm by creating expectations through a daily routine.
Additionally, special education teachers play an important role in a
child’s goals for the year through their Individual Education Plan.

7. Adaptability. Teachers must be adaptable as you never know

what may happen in the classroom. Children may have outbursts,
meltdowns, and disruptions due to leaving the room to attend mainstream classes and meetings
with therapists. A teacher has to be able to maintain order, keep to a schedule, and be flexible as all
of these situations may arise. Modeling adaptability is important because children with special
needs often need to learn how to adapt to their surroundings based on their disability. A teacher
who demonstrates this effectively teaches the child how to do so in different situations.

8. Even tempered. All classroom environments can be stressful

and is often heightened in special education settings where
different learning situations in children may take place. Special
education teachers also work closely with parents, therapists and
other professionals, which can bring added stress. A great special
education teacher must be even-tempered and must have
excellent coping techniques.

9. Good sense of humor. A great special education teacher should

be able to recognize the appropriate times to have a good laugh and help shift the atmosphere of
the classroom to a more cheerful one. A good site to bookmark for humorous articles those special
education teachers can relate to is The Lighter Side links on the From Emotions to Advocacy website.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

10. True love of children! The top nine traits on this list are all very important for a special education
teacher to have. However, none are as important as having a true love of children. Children
instinctively know when they are loved and a teacher plays a key role in their development. It is
imperative that teachers feel a genuine love and joy for children and their chosen career.

Special education teachers are an integral part of the educational process. It takes a person
with a unique combination of traits to influence student achievement and is best accomplished by
completing a master’s of special education degree program. Along with a career-building
advantage, you will gain a caring focus for developing students who need the help of expert
practitioners.ii
Other Characteristics of Special Education Teachers

Teachers who dedicate their lives to helping

children with learning, physical and emotional
disabilities discover a challenging yet rewarding
career. All educators must be detail-oriented,
organized and confident, but special education
teachers possess an extraordinary combination of
character traits that help them become inspirational
role models. In addition to being accepting, even-
tempered, adaptable, optimistic and encouraging,
the best special education teachers have these five
qualities:

1. Patience Working with students who have diverse physical, emotional and mental challenges
requires a teacher to have patience for each child’s behavioral and learning abilities. A calm and
encouraging nature is necessary for diffusing the frequent frustrations that come with mastering
ordinary simple tasks. Special education teachers also need to be flexible when faced with
disruptions, flexible in helping students overcome personal challenges and able to adapt their
teaching techniques to encourage different learning styles. Developing coping techniques can help
teachers avoid the stress and burnout that often occurs in special education classrooms.
2. Empathetic Children with special needs often have difficulty recognizing and expressing their
emotions and realizing that other people in the classroom have feelings too. In addition to being
awkward communicators, common etiquette is a concept that is hard for them to grasp. Students
frequently demand personal attention and struggle to work well with others. By carefully observing
the dynamics of the classroom, a special education teacher is able to identify the emotional source
of a particular behavioral problem. Teachers should also be empathetic when working with parents,
who are likely struggling to understand the best way to support their child’s disability.
3. Resourceful Creativity is an essential character trait for special education teachers. The job
requires resourcefulness in adapting general lesson plans to meet the needs of non-traditional
students. Basic skills and difficult concepts need to be simplified and delivered using engaging
methods that every student can grasp. Teachers must also be able to present the same information
in various ways to cater to different learning styles. Additionally, a requirement of the job is
designing Individualized Education Programs (IEPs) to help each student achieve their own
learning objectives.
4. Collaborative Communicator Educators in special ed programs work in close-knit teams to
help students master skills, cope with emotional issues and build relationships with others.
Collaborations between teachers, teacher assistants, psychologists and social workers is common,
making strong oral and written communication skills a vital part of the job. Special education
teachers must also actively work toward building a rapport with students and cooperative
relationships with parents. It is often necessary to serve as an advocate for special needs students
with the school and district administration as well as with other teachers if the student rotates
through mainstream classes.
5. Service Oriented People who have a predisposition for being helpful, considerate, attentive and
cooperative are already prepared for the demands presented in special education classrooms. An
innate concern for others and a passion for helping sustain a special ed teacher through the
stressful moments of the position. The most successful educators are able to offer encouragement
when students feel defeated and celebrate small achievements as major victories. Above all, a
genuine love for children, an unwavering joy for teaching and a service-oriented attitude are
essential character traits for the job.iii

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

B. ROLES AND RESPONSIBILITIES OF SPECIAL EDUCATION

TEACHER

A special education teacher provides academic intervention and support for children with
unique needs. Serving as an advocate and a teacher, a special education teacher works with
classroom teachers, counselors and family members to write an individualized education programs
(IEPs) for children who are struggling academically, socially and personally. Assessment,
instructional planning, and teaching are primary duties of this position. Special education teachers
work with students who have behavioral issues, learning disabilities, visual impairment, autism, or
are gifted and talented.iv

The main role of the special education teacher is to provide instruction and support which
facilitates the participation of students with disabilities in the regular classroom.

The special education teachers should:

 Serve as case managers and be responsible for the development, implementation, and
evaluation of students’ IEPs.
 Provide the necessary information to the classroom teacher prior to the child entering the
general education classroom regarding the student’s disability, medical concerns, and/or
equipment operation (ways to meet unique needs).
 Collaborate with the general education teacher in adapting the curriculum, providing
appropriate modifications, ensuring the implementation of modifications, and assessing overall
progress of the child.
 Develop schedules and supervise plans for paraeducators.
 With the general education teacher, develop and supervise plan for paraprofessional duties.
 Complete and maintain all assigned student’s records (i.e., IEP, ESYP, documentation, progress
report, behavior plan, etc.).
 Maintain contact with the assigned student’s parents or family.
 Maintain collaborative relationship and goodwill with general educators.
 May team teach lessons, either small group or whole class (Boyer & Mainzer, 2003). v

RESEARCH ISSUES AND FUTURE DIRECTIONS

A. NEED FOR RESEARCH

TEACHER
What Is the Role of Research in Special Education?

Education is constantly evolving, with educators and educational theorists involved in an

ongoing search for innovative and effective methods and teaching strategies to meet the unique
needs of each student. This approach is perhaps most essential in special education and the
inclusive classroom.

The inclusive classroom relies on the simultaneous use of differentiated instruction and
assessment techniques for maximizing a student’s learning potential by tailoring the teaching to
every student. Although many educational innovations take shape and undergo testing in the

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
classroom, research is necessary to substantiate these new techniques beyond anecdotal evidence.
This helps broaden their exposure, boosts their inclusion in professional development programs for
teachers, and encourages widespread implementation.

To this end, modern special education degree programs such as the University of
Wisconsin-Superior’s Master of Science in Education — Special Education online include research
methods and study in their curricula. Through these courses, degree candidates can learn about
research methodology and proven teaching strategies and techniques. And to continue the
development of special education innovations, these teachers will have the opportunity to do their
own research and gain valuable practical experience by applying their findings within the
classroom in real time.

How Data Benefits Scientific Research in Education

Although there was minimal research on innovative educational methodology at the time of
NCLB’s passage, digital record-keeping systems were concurrently in development and use in
schools around the country. Digital data on student achievement in relation to instructional
techniques and curriculum design gave researchers a wealth of accessible, organized and
quantifiable information. This data has enabled researchers to apply scientific research
methodology to larger sets of statistics than isolated classrooms or schools can provide. This
information allows researchers to test the validity of various teaching methods on a large scale,
giving them empirical proof that validates the efficacy of those methods.

What Difficulties Have Schools Faced in Applying Scientific Research Methodology to

Educational Reform?
Although educational theory and innovation have always been a part of education as a
whole, empirical, evidence-based research on newer forms of educational methodology was scarce
when the NCLB Act came into being. Popular opinion deems educational practices as naturally
evolving, contextual and subjective.

Aside from widespread assessment, measuring quality and efficacy is much more difficult
for teaching methods than for typically researched topics in the sciences, where results are
quantifiable and controlled. Students don’t constitute test subjects or things to experiment on and
deduce findings from. In the formative stages of child development, students are malleable, fragile
individuals, vulnerable to the negative effects of unhealthy educational and social environments.

Of course, theorists and educators constantly innovate teaching methods, implementing the
methods in their classrooms and evaluating the results.

Unlike long-ranging research programs, teachers can “test out” new instruction techniques
in real time, adjusting and improving them continuously depending on what works for each
student. This is innovation at its finest, as it relies on a constant feedback loop of trial and
improvement. And these new techniques can spread quickly through collaboration between
teachers, educational magazines, blogs, etc. Still, do anecdotal bits of proof and context-specific
achievements offer sufficient proof of the efficacy of these innovative techniques? vi

B. ISSUES AND FUTURE DIRECTIONS IN CLASSROOM MANAGEMENT IN SPED SETTINGS

TEACHER
The Critical Role of Classroom Management

Teachers play various roles in a typical classroom, but surely one of the most important is
that of classroom manager. Effective teaching and learning cannot take place in a poorly managed
classroom. Effective teachers appear to be effective with students of all achievement levels
regardless of the levels of heterogeneity in their classes. If the teacher is ineffective, students under
that teacher’s tutelage, will achieve inadequate progress academically, regardless of how similar or
different they are regarding their academic achievement. Current research indicates that students
in classes of teachers classified as most effective can be expected to gain about 52 percentile points
in their achievement over a year’s time. Students in classes of teachers classified as least effective
can be expected to gain only about 14 percentile points over a year’s time. This comparison is even

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 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
more dramatic when one realizes that some researchers have estimated that students will exhibit a
gain in learning of about 6 percentile points simply from maturation-from growing one year older
and gleaning new knowledge and information through everyday life (see Hattie, 1992; Cahen &
Davis, 1987).

The effective teacher performs many functions that can be organized into three major roles:
(1) making wise choices about the most effective instruction strategies to employ, (2) designing
classroom curriculum to facilitate student learning, and (3) making effective use of classroom
management techniques (Marzano, Pickering, & Pollock, 2001). Therefore, effective teachers have a
wide array of instructional strategies at their disposal, are skilled at identifying and articulating the
proper sequence and pacing of their content, are skilled in classroom management techniques.

In summary, the research over the past 30 years indicates that classroom management is
one of the critical ingredients of effective teaching. The research resulted in two books on
classroom management; one elementary level and one for the secondary level. The books,
Classroom Management for the Elementary Teachers and Classroom Management for the
Secondary Teacher by Carolyn Evertson, Edmund Emmer and Murray Worsham are considered the
primary resources for the application of the research on classroom management to K-12 education
(Marzano, Pickering, & Pollock).

The following information was taken directly from the book, Classroom Management for
Elementary Teachers by Carolyn Evertson, Edmund Emmer and Murray Worsham (2006),
considered by many as the to be the primary resource for the application of the research on
classroom management.

 Organizing your Classroom and Supplies

Arranging the physical setting for teaching is a logical starting point for classroom
management because it is a task that all teachers face before school begins. Many teachers
find it easier to plan other aspects of classroom management once they know how the
physical features of the classroom will be organized.

Four Keys to Good Room Arrangement

1. Keep high-traffic areas free of congestion.
2. Be sure students can be seen easily by the teacher.
3. Keep frequently used teaching materials and student supplies readily accessible.
4. Be certain students can easily see whole-class presentations and displays.
5. Arrangement of Student desks-Arrange desks so students are facing and can readily
see the primary whole-group instructional area.
6. Small-Group Instruction Areas-Arrange this area so you can monitor the rest of the
class from your seated teaching position.

Checklist Room Preparation

Floor Space
 Student desks/tables  Centers
 Small-group area  Pets and plants area
 Computer Workstations  Traffic patterns
 Teacher’s desk and equipment  Classroom library
 Bookcases

Storage Space and Supplies

 Textbooks and trade books  Classroom supplies
 Student Work  Student belongings
 Portfolio Files  Equipment
 Frequently used instructional  Seasonal or infrequently used
material itemsvii
 Teacher’s supplies

Transforming Communities through Science and Technology Telefax No. (044) 463-0226
neustmain@yahoo.com
www.neust.edu.ph
 Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

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i
http://www.salaryexplorer.com/salary-survey.php?loc=171&loctype=1&job=1708&jobtype=3
ii
https://online.sju.edu/graduate/masters-special-education/resources/articles/top-10-traits-of-a-special-education-
teacher
iii
https://www.topeducationdegrees.org/lists/5-characteristics-of-special-education-teachers/
iv
https://work.chron.com/roles-responsibilities-special-education-teachers-11790.html
v
http://www.projectidealonline.org/v/specific-roles-special-educators/
vi
https://online.uwsuper.edu/articles/research-in-special-education.aspx
vii
https://www.unco.edu/cebs/teacher-education/undergraduate-programs/classroom_management.aspx