Lee Ann Melchor
University of Central Florida
College of Education and Graduate Studies
Fall 2011
University of Central Florida
College of Education and Graduate Studies
Fall 2011
This publication by NCLD is a prime example of how teachers are continually working to improve student outcomes while working within state and federal frameworks and on limited resources. The article reflects the amount of stress placed on teachers to meet annual yearly goals, improve test scores and ensure students are meeting the requirements under NCLB in order for the districts to receive federal funding.
Teachers of exceptional students are under more pressure because exceptional students are required to achieve AYP at the same rate of their non-disabled peers, as well as being required to pass assessments at the same level as their non-disabled peers. Not only must general education teachers ensure that this is achieved, but must be able to use reasonable accommodations and modifications to ensure students meet those goals.
Many general education teachers have not been adequately trained to deal with the medical, physical, mental and other challenges of a special needs child. There is a lot of stress on general education teachers to combine the special needs education into a general education setting, combining both disabled and non-disabled students, tailoring instructional strategies to meet each student’s individual needs, writing lesson plans, attending staff and parent meetings, administrative duties and other duties as required. In addition, many programs and processes designed to assist students with special needs, such as the IEP process and RtI, require general education teachers to devote a large amount of time for data collection, research and documentation before the child can be referred for special education services.
With this, comes a huge burden for teachers. Teachers must continually use their time and resources effectively to deliver the most effective level of instruction, in the most efficient manner possible. Teachers need adequate training, professional and parental support and a strong knowledge of the resources and skills they have available. Also, at the state, federal and district level, incentives must be provided for teachers to invest their time and energy into costly training programs to further their education and training. It is one thing for state, federal and district requirements to be placed on teachers, but without adequate training and support, teachers simply will fail to meet expectations.
References:
Blanton, L., et al. (2011) Preparing General Education Teachers to Improve Outcomes for Students with Disabilities. AACTE and NCLD Publication. Retrieved from http://www.aacte.org/pdf/publications/reports_studies/aacte%20ncld%20policy%20brief%20may%202011.pdf
