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My First Encounter With Special Education
My First Encounter With Special Education
I remember when I received my job offer as a teacher in the United States while still teaching in Nigeria. One part of the letter caught my attention:
I remember when I received my job offer as a teacher in the United States while still teaching in Nigeria. One part of the letter caught my attention:
"SPED and Secondary".
"SPED and Secondary".
I kept asking myself,
I kept asking myself,
"Will I be teaching Special Education students? How will I do that?" I had no idea what to expect, let alone how to go about it.
"Will I be teaching Special Education students? How will I do that?" I had no idea what to expect, let alone how to go about it.
Overwhelmed but Determined
Overwhelmed but Determined
Upon resuming my role, I underwent a series of trainings. I was introduced to IEPs (individualized Education Program), 504 plans, and how to teach students with various learning disabilities, as well as Emergent Bilingual students (those who aren't native English speakers).
Upon resuming my role, I underwent a series of trainings. I was introduced to IEPs (individualized Education Program), 504 plans, and how to teach students with various learning disabilities, as well as Emergent Bilingual students (those who aren't native English speakers).
Everything sounded so new and overwhelming. I kept wondering how I would put these into practice in my classroom.
Everything sounded so new and overwhelming. I kept wondering how I would put these into practice in my classroom.
The Real Classroom Challenge
The Real Classroom Challenge
It wasn't an easy start. I had a classroom that included:
It wasn't an easy start. I had a classroom that included:
- General Education students
- Emergent bilingual (some who didn't even understand English at all)
- Special Education Students
But I was fortunate, the Literacy team and the Special education team supported my classroom regularly. Their presence helped me find my footing.
But I was fortunate, the Literacy team and the Special education team supported my classroom regularly. Their presence helped me find my footing.
The Weight of Responsibility
The Weight of Responsibility
Still, it was my responsibility to ensure these students:
Still, it was my responsibility to ensure these students:
- Understood what I taught
- And that their grades reflected meaningful growth in their academic achievement
Once I understood all that was expected of me, it became easier to teach them. I incorporated:
Once I understood all that was expected of me, it became easier to teach them. I incorporated:
- Visuals,
- Word walls
- Vocabulary challenges
- Small group sessions
- Chucked assignments
- Sentence Stem
By the end of 2024/2025 school year, I was recognized for effectively infusing SPED strategies in my classroom.
By the end of 2024/2025 school year, I was recognized for effectively infusing SPED strategies in my classroom.
Recently, I was offered the role of a Special Populations Curriculum and Assessment Writer.
Recently, I was offered the role of a Special Populations Curriculum and Assessment Writer.
How Students Learn Best
How Students Learn Best
Students learn through senses.
Students learn through senses.
They need to
They need to
- Hear it
- See it,
- Manipulate it,
- Make Mistakes,
- Know that they made mistakes
- Correct those mistakes with the right support, question prompts while still maintaining academic rigor.
A Student Who Changed My Perspective
A Student Who Changed My Perspective
This brings me back to my teaching days in Nigeria. I had a student who kept repeating her classes. She had a health condition that deteriorated as the years went by. Over time, it became hard for her to learn like she used to.
This brings me back to my teaching days in Nigeria. I had a student who kept repeating her classes. She had a health condition that deteriorated as the years went by. Over time, it became hard for her to learn like she used to.
As teachers, we were expected to continue teaching her. But personally, I was lost. I didn't know where to start or how to help her.
As teachers, we were expected to continue teaching her. But personally, I was lost. I didn't know where to start or how to help her.
Looking back, I realize:
Looking back, I realize:
If only we had trainings/professional development to equip teachers to better support students like her- they could have had the opportunity they deserve, just like every other child.
If only we had trainings/professional development to equip teachers to better support students like her- they could have had the opportunity they deserve, just like every other child.
What the Research Says
What the Research Says
An excerpt from a study titled
"How Inclusive is Universal Basic Education to Children with Disabilities" by Glory Ifezue Foundation for Women and Youth Initiative highlights:
“One main barrier to inclusive education in many schools is the limited understanding of the diverse types and spectrums of disabilities… In a study by Okechukwu et al. (2023), roughly 76% of primary school teachers lacked adequate awareness of conditions like dyslexia. Another study by Angwaomaodoko (2023) found that 74% of teachers had never even heard of the term ‘inclusive education’.”
These statistics show that many children are being left behind, not because they lack intelligence or potential, but because the system doesn’t yet understand or support them.
Redefining What Special Education Looks Like
Redefining What Special Education Looks Like
A child doesn't have to be confined to a wheel chair, or blind or deaf or physically disabled to be classified as a Special Education student.
A child doesn't have to be confined to a wheel chair, or blind or deaf or physically disabled to be classified as a Special Education student.
Many children with learning disabilities are undiagnosed and unsupported.
Many children with learning disabilities are undiagnosed and unsupported.
These are students who struggle quietly, often mislabeled as lazy or slow.
These are students who struggle quietly, often mislabeled as lazy or slow.
What Can We Do as Educators and Leaders?
What Can We Do as Educators and Leaders?
As Educators and School administrators, we must make conscious and deliberate efforts to support every learner especially those with unique needs.
As Educators and School administrators, we must make conscious and deliberate efforts to support every learner especially those with unique needs.
Simple But Effective Supports for Students With Special Needs
Simple But Effective Supports for Students With Special Needs
- Provide extra time on tests and assignments.
- Use Small group instruction
- Offer oral administration of question or use text-to-speech tools
- Incorporate graphic organizers
- Use sentence stems to guide writing.
- Chunk lessons and assignments into smaller, manageable parts.
- Integrate supplemental and visual aids
- Scaffold instruction and include frequent checks for understanding
A Note to School Administrators
A Note to School Administrators
When parents fill out forms and indicating that their child has a condition that could affect their learning, please do not ignore it.
When parents fill out forms and indicating that their child has a condition that could affect their learning, please do not ignore it.
Ensure that:
Ensure that:
- Teachers are informed
- Supports are provided
- Special education specialists are brought in to train educators on how to support these students in their classroom.
Inclusion Must Be a Daily Practice
Inclusion Must Be a Daily Practice
Inclusion isn't just a buzzword
Inclusion isn't just a buzzword
It must become a daily practice in every classroom.
It must become a daily practice in every classroom.
Because...
Because...
Every child regardless of ability deserves the opportunity to succeed.
Every child regardless of ability deserves the opportunity to succeed.
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