George Washington Academy School No.1
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In-Class Support/Resource- Special Education Teacher As a dedicated educator with over a decade of experience, I believe that the initial moments of a lesson are crucial in setting the tone for learning. I embark each lesson with an engaging hook, purposely designed to captivate my students' attention from the outset. This approach stems from Whether it’s through a thought-provoking question, a surprising fact, or a creative visual, I strive to spark curiosity and anticipation. This technique not only vexes students’ interest but also prepares their minds for the learning journey ahead, making them more receptive to new concepts and ideas. In addition, helping students understand the ‘why’ behind their learning is also fundamental in learning. I believe in making the content relatable and meaningful, connecting it to their experiences or future aspirations. This approach allows students to grasp not only the theoretical aspects of the subject but also its practical application in real life. By fostering this deeper understanding and relevance, I encourage students to actively engage more fully with the material, building a sense of ownership and a genuine interest in their learning process. By doing so, I aim for them to see their ‘why’ became window to a world of knowledge. As a special education teacher, my primary role is to serve as an effective communicator, bridging the gap between students with special needs and the broader educational environment. Advocacy for these students within the school is a responsibility I embrace wholeheartedly. I dedicate myself to fostering respectful and collaborative relationships with my colleagues, including general education teachers, to enhance the learning journey of my students. Often, my students face challenges that are misinterpreted by others. Behaviors that may appear as laziness, lack of comprehension, or disinterest are frequently attributable to their specific diagnoses, such as ADD, ADHD, Autism, or communication impairments. Other times, these behaviors stem from external factors like medication side effects, sleep deprivation, nutritional deficiencies, or difficult home environments. It is deeply unfair for these students, already carrying significant burdens, to face negative judgments or labels from those who may not fully understand their unique circ*mstances. My goal is to ensure that they are not merely seen as special ed kids but recognized and valued for their individual strengths and potential.
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Learning Disabilities Teacher Consultant After dedicating 27 years to teaching the blind and visually impaired, my decision to become a Learning Disability Teacher Consultant (LDTC) stems from a profound desire to broaden my expertise in diverse areas of disabilities. The motivation to further my education arises from a deep commitment to understanding and addressing the unique challenges faced by students with learning disabilities. I am drawn to the opportunity to support these individuals on a different level, serving as an advocate and collaborator for both students and their families. The fascination with the variability in testing and scores, coupled with the realization that intelligence knows no bounds, fuels my passion for identifying and addressing learning disabilities and other conditions. As an LDTC, I aim to work closely with parents, teachers, administrators, and staff to create inclusive environments that foster the success of every student, regardless of their learning differences. As a Learning Disability Teacher Consultant (LDTC) and a key member of the child study team, my responsibilities are pivotal in ensuring the academic success and well-being of students with learning disabilities. I conduct comprehensive educational evaluations, conduct standardized testing and assessments in English and Spanish to accurately identify students' strengths and areas for growth. Utilizing this data, I collaborate with the team to classify students for special education services and develop Individualized Educational Programs (IEPs) tailored to their unique needs. My role also involves scheduling and facilitating annual reviews of IEPs to monitor progress and make necessary adjustments. Communication and collaboration are essential as I consult with teachers, parents, principals, guidance counselors, and related services staff to implement effective strategies and accommodations. I pride myself in having great relationships with the students and families I serve, not only providing them with exceptional services as a Learning Consultant but also lending a sympathetic ear. My commitment extends beyond assessment to fostering inclusive environments, promoting understanding, and empowering students to reach their full potential academically and socially.
