Yet, the increasing complexity of student needs, particularly those with disabilities, often leaves even the most dedicated teachers seeking deeper expertise and more specialized tools.

Perhaps you’ve found yourself in a situation similar to many of us: a student presents with learning differences that don’t quite fit the typical mold, or a behavioral pattern emerges that traditional strategies don’t fully address. You pour over resources, consult colleagues, and attend workshops, driven by an innate desire to unlock that student’s potential.

This dedication is commendable, but what if there was a path to systematically acquire the advanced knowledge and skills necessary to confidently navigate these intricate educational landscapes?

For many K-12 administrators and teachers, pursuing an M.Ed in Special Education (Master of Education in Special Education) isn’t just about obtaining another credential; it’s about transforming their pedagogical approach, enhancing their ability to serve every student, and becoming true leaders in inclusive education.

This advanced degree equips educators with a profound understanding of diverse learning needs, empowering them to create truly effective and equitable learning environments.

Let’s delve into the myriad of compelling benefits that an M.Ed in Special Education offers to both the individual educator and the broader school community.

What is an M. Ed. In Special Education?

Deepened Understanding of Diverse Learning Needs and Disabilities

At the core of an M.Ed in Special Education lies a comprehensive exploration of various disabilities and learning differences. This isn’t merely a superficial overview; it’s an in-depth dive into the characteristics, etiologies, and educational implications of conditions such as:

• Specific Learning Disabilities (e.g., Dyslexia, Dyscalculia, Dysgraphia): Gaining insights into how these impact academic performance and how to implement targeted interventions.
• Autism Spectrum Disorder (ASD): Understanding the spectrum of social communication differences, sensory processing challenges, and unique learning styles.
• Emotional and Behavioral Disorders: Learning effective strategies for proactive behavior management and supporting students’ social-emotional development.
• Intellectual Disabilities: Developing pedagogical approaches that foster skill acquisition and independence.
• ADHD: Mastering techniques for attention regulation, impulse control, and executive function support.

This specialized knowledge allows educators to move beyond general teaching strategies to truly understand the “why” behind a student’s struggles, enabling them to design truly individualized and effective learning plans.

Mastering Individualized Education Program (IEP) Development and Implementation

The Individualized Education Program (IEP) is the cornerstone of special education services. An M.Ed program provides invaluable expertise in every facet of the IEP process, from assessment interpretation to goal writing and progress monitoring. You will learn to:

• Interpret comprehensive assessment data: Understanding psychological, educational, and medical reports to inform instructional decisions.
• Craft legally compliant and educationally meaningful IEP goals: Moving beyond generic objectives to create measurable, achievable, relevant, and time-bound (SMART) goals tailored to individual student needs.
• Develop effective service delivery models: Determining appropriate accommodations, modifications, and related services.
• Facilitate productive IEP meetings: Collaborating effectively with parents, specialists, and students to ensure a truly team-driven approach.
• Monitor and report on student progress: Implementing robust systems to track goal attainment and make data-driven instructional adjustments.

This mastery not only ensures compliance with federal mandates (IDEA) but also empowers educators to advocate effectively for their students’ rights and needs.

Expertise in Differentiated Instruction and Inclusive Teaching Strategies

Inclusive education is no longer a buzzword; it’s a fundamental principle of modern schooling. An M.Ed in Special Education heavily emphasizes differentiated instruction and universally designed learning (UDL) principles, equipping teachers with a robust toolkit for creating accessible and engaging lessons for all learners. You will explore:

• Multi-sensory teaching approaches: Engaging various learning modalities to reinforce concepts.
• Tiered assignments and flexible grouping: Providing varied levels of challenge and support.
• Assistive technology integration: Utilizing tools and software to enhance student access and participation.
• Co-teaching models: Understanding effective collaboration strategies with general education peers.
• Positive behavioral interventions and supports (PBIS): Implementing proactive strategies to foster a positive classroom climate and address challenging behaviors.

These strategies empower educators to meet students where they are, providing appropriate scaffolding and challenge, regardless of their learning profile.

Enhanced Communication and Collaboration Skills for Diverse Stakeholders

Special education is inherently collaborative. An M.Ed program hones essential communication and interpersonal skills crucial for working effectively with a variety of stakeholders:

• Parents and Families: Building strong, trusting relationships and effectively communicating student progress and needs.
• General Education Teachers: Providing consultation, co-planning, and support to foster inclusive practices in mainstream settings.
• Related Service Providers: Collaborating with speech-language pathologists, occupational therapists, physical therapists, school psychologists, and social workers.
• School Psychologists and Counselors: Working together on assessment, intervention, and mental health support.
• Administrators: Advocating for resources and policy changes to support students with disabilities.

Developing these collaborative muscles is vital for ensuring seamless support and a unified approach to student success.

Leadership Opportunities and Career Advancement

An M.Ed in Special Education signals a high level of commitment and specialized expertise, opening doors to numerous leadership and career advancement opportunities within K-12 settings:

• Special Education Lead Teacher/Coordinator: Guiding and mentoring other special education staff.
• Inclusion Specialist: Providing school-wide support for inclusive practices.
• Department Head: Overseeing special education programs and personnel.
• Behavioral Interventionist: Developing and implementing behavior support plans.
• Program Developer: Designing and evaluating specialized educational programs.
• Transition Coordinator: Guiding students with disabilities in their transition from school to post-secondary education, employment, and independent living.

For general education teachers, it can lead to opportunities to co-teach, serve on IEP teams, or become a resource for colleagues navigating complex student needs.

For administrators, it offers a deeper understanding of program efficacy and compliance, leading to more informed decision-making.

Advocacy and Ethical Practice in Special Education

Beyond pedagogical skills, an M.Ed in Special Education instills a strong foundation in the legal and ethical responsibilities associated with serving students with disabilities. This includes:

• Understanding special education law (IDEA): Ensuring adherence to federal mandates and safeguarding student rights.
• Advocacy for student needs: Becoming a strong voice for students and their families within the school system.
• Ethical decision-making: Navigating complex situations with integrity and a focus on the student’s best interest.
• Promoting equity and access: Championing policies and practices that reduce barriers to learning for all.

This ethical grounding ensures that graduates are not only skilled practitioners but also compassionate and principled advocates.

Invest in Your Expertise, Invest in Every Student

Pursuing an M.Ed in Special Education is a significant commitment, but the returns on that investment are immeasurable. It empowers educators to move beyond general strategies and embrace a specialized, evidence-based approach to teaching students with disabilities.

It fosters a deeper understanding of individual differences, cultivates expert collaboration skills, and unlocks new avenues for leadership and professional growth.

In a world where inclusive education is paramount, an M.Ed in Special Education is not just a degree; it’s a declaration of your commitment to excellence, equity, and the profound belief that every child can learn and thrive.

For K-12 administrators and teachers striving to make the greatest possible impact, this advanced degree is a powerful compass, guiding them towards a truly inclusive and transformative educational journey.

Check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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There is no more excellent arena where this plays out each day than in special education classrooms. As a school principal, I have been fortunate to work alongside some incredible educators, and my special education colleagues have taught and shown me so much over my time.

As a principal, we are responsible for all things in our school. Culture, climate, instructional leadership, behavior and discipline, public relations, and others are part of the job. For me, I have learned many valuable lessons from the teachers around me. One truly impactful group is the special education department.

Special education teachers are master practitioners. They must balance students of all ability levels, behavior levels, and other challenges, while also advocating for their students to receive the same education as their peers. They truly are student-centered, and passionate about their students. They exhibit several qualities that I have tailored to fit into my leadership style.

Patience

First, I have learned the art of patience. Special education teachers are some of the most patient teachers I have been around. They understand that not all students reach the same levels and allow room to grow and learn. From them, I have learned the same about our school in general. We all won’t arrive at the same time to the same conclusions, and patience is a virtue.

Just like the quote, “Popcorn is prepared in the same pot, in the same heat, in the same oil, and yet, the kernels do not pop at the same time…don’t compare your child to other children. Their turn to pop is coming.” This truly sums up special education teachers and their ability to have patience for their students.

Inclusivity

Another quality I have learned from them is the practice of being inclusive. School is already a divisive place, and in high school, the divide between students can be very real and obvious. Special education teachers are constant advocates for their students, fighting for the same opportunities for them as their peers.

I have learned from them the ideals and practices of being inclusive across campus and ensuring that our policies and procedures support ALL students, not just a select few. Their perspective and insight are valuable, and often, we are blind to situations if we are not used to a different viewpoint.

Empathy

Another idea that I have learned from special education teachers is the practice of being empathetic to situations. Special education teachers and advocates don’t seek out sympathy. Many of their students are overcoming challenges and tremendous hurdles and obstacles, but they don’t want our sympathy.

They simply wish to be understood and have others be empathetic to the situation. Special education teachers are some of the bests at making sure this happens. They keep teachers and administrators informed of situations and potential problems and serve as critical pieces in the success of their students. Their ability to provide information as well as providing solutions to student issues is paramount to the success of school leadership. Often, these teachers have already identified a problem and worked out solutions that lead to the best outcome for students.

Diligence

As a principal, I want to highlight special education teachers working so diligently in schools today. These educators need our support, and they do wonderful things in the classroom. We must remember to respect what they do and understand it vastly differs from the other classroom teachers. We must also remember not to judge them and their processes.

They are working with students who experience school differently, and we must respect and understand what happens in the classroom. We must also continue to allow them academic freedom and space to build relationships. Special education teachers are the most relational-focused teachers in the building. As administrators, we have to cultivate that and celebrate that. Every child needs a champion!

Finally, administrators need to know that there are parts of a special education teacher’s job that we will never see. This could be the difficult phone call with a parent, the hours of IEP writing, or the long nights grading different content areas for each student. We must strive to provide feedback for our teachers and spend time in their classrooms! If we do this, we can learn and grow as administrators, ultimately impacting our total school program. Thank you to all our teachers, and especially our special education teachers. They truly are our profession’s “unsung heroes” and true difference-makers!

Interested in diving deeper into special education? Check out our special education graduate programs and get started today!

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As we navigate through that field of special education, communication, and the importance of our students being able to communicate with anyone they come into contact with is always of great importance. Students with severe speech and language difficulties may need to find other ways to communicate besides talking.

Many types of augmentative and alternative communication (AAC) can be used to best assist our students. The best news is that our schools are equipped to help our students with communication, and our speech and language pathologist can be sure that supports are in place for our students to be successful.

When you hear the term “AAC” in short, this refers to all of the ways that someone communicates besides talking. Students of all ages can use AAC to help enhance and support concerns with their speech or language skills. Augmentative and alternative can sometimes be used interchangeably. When discussing both it is important to know the difference.

Augmentative is when a device adds to someone’s speech. Alternative has a different meaning and is when a device is used instead of speech. Some people use AAC throughout their entire life due to their lack of ability to speak. Others may use AAC only for a short time, when something may impact their ability to communicate, such as a surgery, accident, or some type of life event that leaves them impaired for a short period of time.

How is ACC Beneficial for Special Education Students in Schools?

As educators, we are responsible for ensuring that we are doing our very best to meet all our students’ needs. It is extremely important that students who are diagnosed with having complex communication needs, are provided with the opportunity to communicate and get the best education possible, all the while being part of the fun activities that take place in school. We must not overlook that socializing with other peers is a big part of school.

It is important that participating in a wide range of activities during their school day occurs, just like any other student has the opportunity to take part in. Augmentative and alternative communication can enhance and help facilitate the development of verbal communication for our students.

There is a possibility that at times it may be a short-term option for some students to support their communication, while their verbal skills can continue to develop and improve. For some of our other students, speech may never develop over time, and they may always need some type of device.

In order for educators to fulfil their students communication needs effectively for our students, AAC provides an alternative way of getting all of their communication needs met while they use this throughout their life. Why we navigate through what source of communication device is best for our students, it is important to remember that speech is only one way of communicating.

With the right systems that are in place, students who have do experience limited communication or no verbal ability can still be effective communicators. Throughout this process, we must be sure that our IEP (Individualized Educational Plan) team is working hard to address communication needs.

A speech and language pathologist (SLP) can be a great asset in helping parents understand what augmentative and alternative communication devices are needed and how to get the support their child needs. Not only can a SLP help in finding the most effective device, but they also can help parents, students, and educators, learn how to use augmentative and alternative communication to communicate. When finding a device, it is important to be mindful that it is not a “one size fits all” approach.

Not every tool works for every person, so it is important to find the right one. SLP’s also have the connection to work with other professionals like occupational therapists and physical therapists if students have different physical skills that affect how students access their AAC system. A student’s medical insurance covers some AAC tools, but some are not. The SLP can help parents understand their options and walk them through the entire process.

As educators, it is important to be mindful of knowing what options are available and is most appropriate for our students. While it may be easiest to focus on one device, choosing just one device to suit everyone in a classroom is not recommended. Unfortunately, one device doesn’t consider each student’s individual needs. Just as an IEP is individualized for our student’s education, so should their communication device.

In our classroom, a student’s augmentative and alternative communication device should always be available in all classroom activities and instruction. Teacher’s often do not realize that they are modeling key concepts for our students. By doing this on a student’s AAC this supports their overall receptive language skills. As long as we continue to use the device in meaningful ways in our classrooms, we will enhance our student’s communication experiences.

While we know the importance of devices and communication, it is important to remember that learning to read and write is also very necessary for our students with communication needs. Many students with AAC devices make use of the alphabet to help clarify our spoken message. This would allow the students to spell out any words that they are having difficulty with.

They may also use their writing skills to prepare longer messages that are difficult for them to say out loud if their speech is limited. As our students use augmentative and alternative communication and learn to read and write, they should have access to frequently used words as well as the alphabet to spell words easily and quickly. In an educator’s mind, this would be the equivalent to our classrooms that have word walls available to our students.

It is important to remember that communication is a two-way process. As educators, we should all of the proper training and knowledge to assist our students who have communication needs. We all play an important role in helping our students be successful and learning what means of communication is most effective for our students, and using this daily is more beneficial than we could ever imagine. Not only is this our responsibly, but it is for the sake of our students who are well worth it!

A graduate degree in special education builds expertise in research, instructional design, individualized education program (IEP) development and behavioral management. Check out our available special education graduate programs here!

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Mainstreaming in education is integrating students with special needs into general education settings. This practice has special education students attending general education classes for specific academic subjects, such as science, and special area subjects such as physical education or art. Special education students join the general education class when the time is appropriate and fitting for their individual needs.

Inclusion is similar to but slightly different than mainstreaming. Inclusion was adopted when the No Child Left Behind Act (NCLB) was passed, and the goal was to place students in their Least Restrictive Environment (LRE) to learn. The LRE is the environment with the fewest number of restrictions that a student can find success in. Before NCLB, the academic progress of special education students was not tracked, but after it was put into place, the focus on all students and all academics changed. In an inclusive classroom, special education students are in the general education classroom for the entire school day.

The Rise of Inclusive Classrooms

Inclusive classrooms have become very common in the present day. Many districts currently use the In-Class Resource (ICR) model or are moving toward using that model. This is where the special education students are immersed in the general education classroom for the full day. A special education teacher is in the classroom the entire day and focuses on the special education students. This model has become popular as it most closely resembles the real world and helps to prepare students for different situations within the classroom walls as well as outside them.

The benefits of an inclusive classroom are varied. Students can develop stronger social skills. Special education students can learn how to socialize with a larger variety of peers in the general education setting. Students are also in a more rigorous academic environment with appropriate support being provided so they can meet success. Students develop a better understanding of community and feel they belong. Being a part of the larger group in the general education classroom can positively affect the self-esteem of special education students. Building confidence is integral to the success of special education students. Special education students are presented with different challenges in a general education setting where they learn more coping skills, form a wider range of friends, and push themselves further academically. Above all else, the inclusive classroom is a proponent of diversity.

There are some challenges in the inclusive classroom such as there are many times less support than is needed, limited experience with the general education teacher in dealing with special education students, and a lack of training for teachers to handle a classroom with a mix of regular and special education students. Oftentimes, especially after the Covid-19 Pandemic, substitute teachers have been lacking in school districts.

When there is a shortage of substitute teachers, teachers have to be pulled and spread out within the buildings to cover all of the classrooms. In my experience, the special education teacher in an ICR classroom is often pulled to cover other classes as there are two teachers in the classroom. In addition, if one of the two teachers in the ICR classroom is absent from school, the classroom often runs with one teacher. This makes it incredibly difficult to meet all the varied needs of the learners in the class. Though this is detrimental to the learning environment, administrators’ hands are often tied due to the lack of staff available.

It is no secret that there is a lack of training and effective professional development in many school districts. Teachers are placed in teaching situations that are foreign to them and that they have little to no experience with. As professionals, learning happens along the way, but it is a rocky path to get there. Not all general education teachers have experience with special education students, so there can be a lack of knowledge of how to modify assignments, create behavior plans, or follow Individualized Education Program (IEP) guidelines.

The Pros and Cons of Mainstreaming in Special Education

Mainstreaming can hold a great benefit to special education students. These students can join the general education classrooms at specific times that best fit their needs. In one of the schools I work in, the Multiple Disabilities Classroom, the students are in the general education rooms for Character Education each day. Students all join together for a morning meeting where different social-emotional topics are discussed.

In other classes, such as the Learning and Life Skills Development (LLD) class, those special education students are present in the Character Education, Special Areas (physical education/ music), lunch, and recess with the general education class. Each class is tiered in its level of support and the amount of time students are present within the general education setting. In this way, students are provided with their least restrictive learning environment.

Mainstreaming provides many of the same benefits as that of an inclusive classroom. As mentioned above, building confidence, better socialization, more challenging academics, and better feelings of belonging and community all happen within the mainstreaming of students. I have witnessed so many general education students take special education students under their wing and make them feel included. It is a great lesson for all students alike.

There are cons to mainstreaming as well. It can be distracting for general education students to have special education students in the classroom. There are times when behaviors happen that take away from the learning and organization of the classroom and many times slight behaviors must be ignored. Special education students can also feel overwhelmed in the general education setting or feel less confident in a larger group setting.

There is no perfect recipe for success regarding mainstreaming or inclusion, but the best we can do as educators is to keep evolving with it and do the best we can for our students. As Gandhi stated, “Our ability to reach unity in diversity will be the beauty and test of our civilization.” Within our schools, we strive to have unity daily in the diverse natures of our classrooms, students, and educators. It is a test each day that we sometimes pass and sometimes need to try again.

Educators never stop learning; check out our available graduate degree programs to hone your skills and promote lifelong learning and academic excellence.

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I’ve always known I wanted to pursue a career in the field of education; I have always had the desire to help others in some way. When it came time to decide on universities and majors, I knew undoubtedly that I wanted to major in education. I ultimately decided to attend the university I did because they offered a dual certification. The education program they offered with the dual certification would include a general certification (for example: Kindergarten through sixth grade) in addition to the special education certificate. This was a huge selling point for me.

I knew special education would be highly rewarding and an area I was interested in specializing in. As such, I also anticipated it may help me in becoming more knowledgeable and effective in the field. I ultimately did in fact attend the university previously mentioned, receiving both certifications as well as an additional certificate in the content area of language arts for grades five through eight. I am grateful that I decided to receive the students with disabilities certification and have been working with special needs ever since, which has been extremely rewarding and fulfilling to me.

How This Certification Has Helped in My Career

Throughout my career, I have held various teaching roles. For instance, I have taught preschool through eighth grade. Within those grade levels, I have taught in a myriad of different settings. Settings I have taught include accelerated classes, inclusion class, general education classes, behavioral classes, resource classes, multiply disabled (MD) classes and self-contained learning disabled (SCLD) classes.

Equipped to Best Support Students

In each of those roles, my special education certification has prepared me and equipped me to best support students in each setting. The training from receiving the certification gave me the understanding of different student needs as well as various strategies to enhance learning for each student. I feel that with having the certification, I was often viewed as someone “qualified” to work in various settings. As such, I am grateful to have experienced such a variety of grade levels and assignments. Throughout the years, in addition to striving to be as effective for students as possible, I also tried to share the understanding and knowledge I had gained with colleagues, including teachers and paraprofessionals.

Often, there were multiple paraprofessionals in the classrooms with me. I worked as closely with them as possible to be as effective as possible for students. The certification allowed me to share some of the knowledge and best practices I had received during training for the certification. Additionally, I feel it helped me communicate with families and parents. I felt knowledgeable and comfortable in sharing information with them as well as sharing strategies I could use with their support at home.

Currently, I am a principal at a private, nonprofit school for students with disabilities. Even in my current role, I can apply what I have learned to be most effective for our students and staff in this specialized setting. Further, I strive to make connections with families and the community, bringing awareness, understanding, and fostering partnerships with the goal of improving the lives of each student we serve.

Why I Would Recommend This Certification to Other Educators

I recommend this certification to other educators because it is infinitely valuable. This certification provides insight and knowledge in understanding various learners and their needs. It can only be helpful; not hurtful. Even if the educator is not interested in a special needs class, it will help learners in a general education setting who may struggle and or have a 504 plan. Additionally, tools and strategies gained from the program to receive the certificate can be applied to general education settings, all students can benefit.

Further, completing a program to receive the certification brings more understanding and awareness of various students’ needs and how to modify and accommodate for students to maximize learning most effectively. When you have a better understanding of different types of learners, you are more likely to be effective; you are likely to have more strategies (“tools”) in your toolbelt to try with the student(s) to be most effective. Oftentimes, general education teachers struggle with different types of learners (for example: a student with ADHD) because they do not have the students with disabilities certification. The more educators there are who receive this certification, the more effective we can be in the field of education.

The students with disabilities certification equips you with more in-depth training, understanding, strategies and best practices for all types of learners. The more educators with the certification, the more the knowledge will be shared with parents as well as colleagues, thus having a larger positive impact for our students. are more likely to be more effective and to share the knowledge.

Educators never stop learning; check out our available graduate degree programs  to hone your skills and promote lifelong learning and academic excellence.

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Benefits of Sensory Rooms in a Special Education Setting

Sensory rooms benefit each student differently. They are calming and exciting places for students that are unable to control their senses.

Regulation

Students can learn to regulate their emotions and control their bodies. Eliminating the need to send students out-of-district for special/therapeutic services, such as occupational therapy and physical therapy, help keep the students’ day consistent.

Focus

Sensory rooms can help students with focus. Students with ADHD, autism, and other disorders often struggle to fully pay attention to what is happening around them. Sensory rooms can help increase awareness of surroundings and cope with situations where concentration is needed. This can have a direct impact on student achievement.

A Calming Place

Sensory rooms can also be calming. A dimly lit room can be calming for students, and often sensory rooms will have aromatherapy diffusers and white noise machines also intended to provide that calming aura to students. Using calming paint colors is important in the setup of the sensory room, so colors like white or light blue are great options versus bright yellow or orange.

Cognitive and Sensory Development

Other benefits of a sensory room include cognitive, sensory, and sensory-motor development. In the cognitive development realm, it is important to understand that a sensory room will not train your students how to react to situations but rather help them cope in situations that bring out their worst reactions. This is beneficial to the teacher as well, as you can learn what situations to attempt to stay away from in class.

Sensory-Motor Development Practice

Sensory-motor development can be practiced in a safe space in these rooms. As students may struggle with aligning muscle movement with their brain commands, the sensory room may provide them with swings, skip ropes, crash mats, bean bag chairs, convertible couches, etc., to support their development. Sensory development is important as exploring one’s senses and reactions to those senses is an important life skill that can be developed in a sensory room.

Socialization

Another benefit is that of socialization. Sensory rooms can be used independently, but they can also be a safe space for students to interact with one another in a safe space. Children can explore and learn together while becoming more aware of controlling their movements and reactions around others.

Can All Students Benefit from Sensory Rooms?

The simple answer is yes. All students benefit from the sensory room because the students utilizing the room are developing life and coping skills that will help them in the general education setting. Depending on how elaborate the sensory room in your school is, it can also benefit students with visual, language, or learning impairments and all younger students in kindergarten and pre-kindergarten.

Tips for Implementing Sensory Rooms

The first and most important tip in setting up a sensory room is that it is not a one-size-fits-all approach. As the room is designed to help students cope with external stimuli, and students with sensory disorders have different needs, a multi-sensory room will accommodate the needs of many students.

Find a Quiet Area

Selecting the appropriate area is important to setting up a successful sensory room. In the school, you want to attempt to find an area with little traffic that is on the quieter side. After the space for the sensory room is picked out, you want to label the different areas within the room, such as the thinking zone and time-out area. As mentioned previously, appropriate paint colors and lighting are also important for implementing the sensory room.

Calming Decorations

As far as decorations go, calming posters, paintings, or even quotes are great sensory room ideas for the walls of the sensory room. Any decor with a soothing effect will positively impact the space. Carpet squares, small area rugs, and yoga mats are all great ideas for various flooring within the space.

Different Equipment for Different Needs

Equipment for the room is the next critical piece of a sensory room. There are so many different types of equipment that can benefit students’ various needs. Some everyday items include bean bag chairs, body sacks, weighted blankets, tents, and therapy balls of varying sizes and textures, are great items to include. Different types of needs require different types of equipment. For your auditory needs, sound toys and compact activity centers are options of what to include. For tactile needs, gel mats, manipulatives, and textured balls are excellent, and for your sensory motor skills, donut balls, hanging chairs, and ball chairs will do the trick.

Sensory Room Training

Informing and training colleagues is important in the implementation of the sensory room. Having various teachers, paraprofessionals, and other support stay informed on how to best help students in the sensory room is imperative to the overall success. One person alone cannot accommodate the students’ varying needs utilizing this space.

Sensory rooms have an overall positive impact on students with special needs at all levels of development. As Joseph Curiale stated, “Life has become a state of sensory overload.” Sensory rooms can help control this and provide students with an appropriate environment to learn coping and life skills. Putting the proper support in place for our special needs students we can help them to streamline into the general education classrooms and the world.

Do you have a passion for special education instruction? Check out our special education graduate programs and advance your career today!

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By embracing the concept of neurodiversity, educators can acknowledge that every individual is unique by celebrating and supporting the strengths and needs of all students. We can also lean into the most rewarding and exciting part of our profession: helping each student find their way to growth. When discussing teaching strategies to help neurodiverse students engage, it’s important to remember what we are really talking about are strategies to help all students engage.

You may be reading this hoping to find something to help one particular student, but in my experience when one better supports one student, one better supports all students. As such, for the rest of this article when we make reference to “teaching neurodiverse students,” please know we mean neurodiverse students because all students are neurodiverse.

Creating a Personal Connection

Cultivating a personal connection with students ensures that they feel “seen” in a classroom. Building a rapport with students also allows for the development of a learning partnership in which students feel safe and empowered to ask questions, seek out assistance, and express how they are feeling or what they are thinking. Teachers can create personal connections with students in a variety of ways. Still, the key component is to make sure that the connection is established with each individual in the classroom.

Perhaps the simplest way to establish a connection is to stand at the door and greet each student by name and say something encouraging or positive to them as they enter the classroom. This may or may not be accompanied by a handshake, a high-five, or a hug, and the diverse experiences and comfort levels of students should determine whether physical touch is something that helps them feel connected or something that disrupts their emotional state.

As with all the ideas discussed here, this is about what the student needs, not what the teacher wants. Once inside the classroom, some teachers spend the first five minutes or so of class walking around as students work on a warm-up activity just checking in with each student. They just talk to their students and get to know them as people. Students are far more likely to engage in a classroom in which they feel they are valued as a person.

Providing Sensory Opportunities

Providing opportunities for sensory input or deprivation can also help keep students engaged. Students who seek sensory input can often be seen fidgeting, tapping their pencils, or engaging in negative behaviors that soothe them. While others who require sensory deprivation might be seen putting their fingers in their ears or yelling to cancel out the input that is overwhelming them. In some classrooms, teachers establish a sensory corner lined with a crashmat or pillows and blankets, a body sock or weighted blanket, and even noise-reducing earmuffs.

Here, students can take a break and calm themselves as they block out the sensory input that is overwhelming them or causing them anxiety. For those who seek stimulation, sensory bins are an easy way to provide a variety of sensory experiences for students. Simple sensory bins include putting plastic eggs with small items inside and burying them in plastic grass, mixing rice or bird seed with small items for students to either scoop out with a tool or find with their hands. By allowing students to meet their sensory needs, teachers can increase the likelihood of students staying engaged in class.

Focusing on Executive Functioning

Executive functioning skills such as organization and time management can be difficult for students. Providing explicit, non-judgmental instruction in these areas along with time for children to organize and clean as a class is a necessary part of teaching children how to organize their thinking and learning. Clean out desks, bookbags, cubbies, and lockers periodically as a class and help students who struggle with organization to establish good habits and systems for keeping themselves organized.

When establishing expectations for the class, teachers can help reduce anxiety and keep students engaged by avoiding setting hard and fast time expectations for activities. Instead, allow the class to get started and check in frequently with students who struggle to see how much time they need to complete a task. Consider modifying the directions so that if a student is taking longer than needed on a section, but has already demonstrated mastery of the concept, they can move on to the next section without penalty.

Also, think about the way learning activities are introduced, instead of saying, “This should only take 5 minutes,” or “This is easy” consider saying, “We’ve seen this before” or “If you get stuck on one part, it’s OK to go to the next part and then if there’s time, we can come back to the other one.”

Presenting Instructions as Content

When giving instructions to students, presenting the information in various formats (just as we would with content instruction) can be extremely effective in ensuring students remain engaged in the learning task. Tell students the instructions, write them on the board, and follow up with individuals to ensure comprehension of the instructions. Never assume; verify comprehension!

Special education teachers never stop learning; check out our available special education graduate degree programs to hone your skills in research, instructional design, individualized education program (IEP) development and behavioral management.

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A student need not have a documented disability, an established Individual Education Plan (IEP), or be in a special education classroom to benefit from effective teaching strategies. What works for a student with a disability will likely benefit their non-disabled peers. It’s also important to remember that what works one day with one set of learning tasks may not work another day with different content. Flexibility is critical in teaching, and the strategies described below represent only a few of the many strategies that might work in any given situation with a student.

Break Learning Tasks Down into Smaller Parts

Students with disabilities of any kind, including those with processing disorders, learning disabilities, developmental delays, other health impairments including ADHD, or emotional disabilities, can have a difficult time with multi-step directions and concepts with lots of parts. It is critical to student success to break concepts down into the smallest possible parts to ensure mastery of each sub-concept (even if you think a student should know it) before they move on to the next.

Sometimes this means breaking a complex task into finite steps, and other times chunking content so that fewer concepts are being practiced at once. The key when a student is stuck is to find the next smallest step forward that they can complete successfully and then build on that.

Present Information in a Variety of Ways

Students’ brains process information differently and their background and experience can influence their understanding of new concepts. To accommodate these differences, it is important to present information in various ways, including verbally, in writing, visually, and kinesthetically.

For instance, discussing a new topic, writing down the key concepts together, creating a graphic anchor chart that can be referenced in the classroom, and then acting out the new concept can all help students make connections and deepen their understanding.

Assess Frequently and Provide Specific Feedback 

Because the risk of misunderstanding or confusion is greater with students with disabilities, and they often have difficulty self-assessing their need for assistance, teachers must build in frequent opportunities to assess student understanding and give low-risk specific feedback. These assessments should be informal and provide growth opportunities, not just for grading. Students with disabilities need to know what they are getting right and what’s not working.

Providing students with examples and non-examples can also be helpful in developing a schema for the learning. Students should be explicitly told how to fix mistakes and should be included in the feedback conversation by asking questions such as:

• How is that strategy working for you?
• Do you know what comes next?

By establishing a continuous feedback loop with students, the focus becomes the learning, not the mistake.

Eliminate Distractions Proactively

Classrooms are often busy places, and students with disabilities can be especially prone to distraction. It is, therefore, important to be highly organized as a teacher to ensure that transitions between activities and tasks do not allow for unstructured time. Tools such as visual timers can help students self-regulate and stay on task, especially if the time is broken down into smaller chunks that feel manageable to them. Allowing students to work in different areas of the room and remove themselves from distractions can also be helpful.

Build Relationships and Resilience

It is essential to build a positive relationship in which the teacher clearly demonstrates that they respect and believe in their student. Students with disabilities commonly experience failure and behavioral issues at school and can feel as if they don’t belong or that their teacher or peers do not like them. That feeling can be a distraction from learning and lead to further unhelpful coping mechanisms such as acting out or disengaging from learning. Finding ways to reestablish a positive relationship when a student has experienced failure builds resilience in students and helps them develop a growth mindset.

Focus on Strengths

Because students with disabilities are often hyper-aware of their own shortcomings in the classroom, identifying their strengths (and yes, every student has strengths!) can open new avenues for learning. Once a strength is identified, a teacher can capitalize on that feeling of success by empowering the student to use that strength to create new successes. Creating a snowball effect of success is often the key to re-engaging students with disabilities. It also reinforces the growth mindset and their place among their peers when they are valued and understood for their positive traits.

Be the Adult

I have often told people, “Parents do not keep the “good” students at home.” It is a teacher’s duty and responsibility to try to find a way for every student in their classroom to learn. This is not something we should shy away from. Rather it is to be embraced as the highest form of teaching. If students come to a class fully grasping the concepts and completing all the learning tasks without much intervention from the teacher, then little learning and even less teaching has taken place. If the adult in the room can find joy in the pursuit of knowledge even in the face of challenges, then the students are much more likely to do the same, and in the end, everyone will have won.

Ready to make your next career move and dive into special education? Explore our wide variety of programs and get started today!

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As a parent, I reply, “I agree, it’s not just like Kindergarten, you are growing up and making different choices when you get overwhelmed. And you’re right, your teacher does like you a lot and wants to help you.” As an educator, I think, “That’s the difference a teacher can make…”, a teacher who knows what an exceptional early childhood student needs developmentally, emotionally, academically, socially, and who is armed with the knowledge of research-based strategies and dispositions to deliver interventions and instruction and meet students’ diverse needs.

A master’s in early childhood special education (ECSE) exposes the educator to research-based intervention strategies, dispositions that promote positive results in young children, and knowledge of available intervention resources to negate risk-factors in the environment.

However, the primary reason to pursue a master’s in early childhood special education is that by doing so, a teacher becomes an advocate and a lifeline for one of the most vulnerable groups of students in our communities: children from birth to age eight with or at risk for disabilities or delays. Decades of research demonstrates that this period in a child’s life is one in which they are experiencing growth at an extremely rapid rate, and the effectiveness of appropriate early intervention on long-range outcomes for children cannot be overstated.

What is a Master’s in Early Childhood Special Education? 

A master’s in early childhood special education covers two overlapping fields: Early Childhood Education (ECE) and Early Intervention (EI)/Early Childhood Special Education (ECSE).

ECE focuses on the best practices related to teaching young children (birth to age eight) in a variety of public and private settings. EI/ECSE takes that a bit further by emphasizing best practices in assessment and early intervention when risk-factors or delays are present for young children.

In the past, much of the work of EI or ECSE educators would have been filled by practitioners such as speech pathologists, physical therapists, occupational therapist, while the child’s teacher may or may not be credentialed in special education, even in the public-school setting. However, recently the credentialing requirements in many states have evolved to include specific competencies and pre-service requirements for individuals who wish to teach the early childhood special needs population.

There are different types of degree programs available in this field. The main differences are related to the types of licensures or credentialing that successful participants may obtain. Most programs offer dual certification in both ECE and ECSE which means that a successful candidate from one of these programs could be employed as either a special education or general education teacher in most early childhood settings. Their ECSE training would still certainly benefit all students.

Other programs are designed for educators who already possess an ECE certificate and are adding on an additional area of certification (ECSE), or those who already possess a certification in special education, but wish to add on a specialization in either ECSE or a related field. There are also programs designed and marketed to address the teacher shortage, that offer non-educators a path toward initial certification through a master’s in ECSE.

All master’s programs in ECSE emphasize research-based, hands-on instructional methodologies that have been proven effective in teaching foundational skills to young learners. They also all include coursework related to assessing, monitoring, and reporting on the progress of young children relative to their Individual Family Service Plan or Individual Education Plan, and course content related to advocating for students by identifying and connecting families with community resources available to assist children and their families.

The differences in curriculum in these programs seems to revolve more around the delivery or context of the instruction: some programs emphasize the study of the history of special education and early intervention to help educators understand the context of the need for ECSE. Other programs focus on the use of STEAM or technology with young learners, and still others require in-depth research projects that focus on culturally responsive and collaborative services.

What are the Benefits of Pursuing a Master’s in Early Childhood Special Education?

Career Options

No matter which type of program one pursues, obtaining a master’s degree in ECSE would open the door to a variety of career opportunities including early childhood programs, child development and daycare centers, preschools, and elementary schools (public or private), community agencies or programs, early intervention settings, or research related to ECSE. With initiatives in recent years that aim to further expand preschool and early intervention opportunities, there are not enough ECSE teachers available to fill the need.

Improved Pedagogy

Even if a career change is not what the educator is seeking, experienced classroom teachers who earn a master’s in ECSE will benefit from improved pedagogy which will result in improved outcomes for children.

Professional development of this type always allows for an expanded understanding of students and the way young children learn best, as well as a unique opportunity to network with other educators and learn from one another. In most districts, teachers will also benefit from higher salaries when they add a master’s degree or additional graduate hours.

Although the need for ECSE teachers is not new, now that policy, research, and practice are aligning to make early special education interventions possible for many more children, teachers who chose this field have an incredible opportunity to affect future outcomes for children through direct services and advocacy. That is the difference a teacher with the right training makes.

Interested in pursuing a master’s in early childhood special education? Check out our available special education graduate programs and take your next step today!

The post Why You Should Pursue a Master’s in Early Childhood Special Education appeared first on Graduate Programs for Educators.

Just as starting a career in special education takes a lot of thought and consideration, extending your qualifications takes just as much time and thought before taking the next leap to obtain a supervisory certificate in special education. Several responsibilities fall on the shoulders of a special education supervisor.

Special education supervisors coordinate the mandated training of teachers and support staff with special education programing and students’ needs. As administrators, they provide leadership and utilize decision-making skills to oversee the instructional programs and offerings for an entire school, district, and special education system.

In addition, a special education supervisor, also called a special education director, develops educational plans for students with special needs, and they work closely with teachers, parents, and other school administrators to provide the best education experience possible.

A special education supervisor also:

• Attends all IEP meetings/the district’s LEA as final decisions for programming are left up to the supervisor
• Develop policies and procedures to identify student needs and provide Individualized Education Programs
• Set and stick to special education budgets
• Coordinate parent and community relations
• Compile and maintain special education records
• Key players to hiring staff/observe and evaluate special education teachers

Special Education Supervisor Requirements: Skills

Requirements needed to become a special education supervisor go beyond a bachelor’s degree. Holding a master’s degree in special education, or something related, and earning a supervisor certification will equip a special education teacher to become a special education supervisor. A doctorate in special education can be very beneficial for this career, but is not required.

There are much greater skill requirements that also is needed to become a special education supervisor:

• Professionalism
• Collaboration and communication skills
• Adaptability
• Listening skills
• High level of sincere compassion

Maintaining a professional attitude and demeanor is a must in a supervisory role just as it is when you are a special education teacher. Cooperating with teachers, other administrators, parents, and community agencies is essential to collaborating and developing a supportive environment for our staff and our students. Showing compassion is essential, especially when working closely with parents and building relationships. People recognize when they are treated as an equal and when they are treated with respect.

Working closely with all IEP team members requires patience, just as these skills are needed in a special education classroom. While these skills are not something that can be taught, they certainly are skills that will make you successful in the role of being a special education supervisor.

Special Education Supervisor Requirements: Education

To work in this field, a minimum of a master’s degree in special education or in general education with emphasis in special education is required. Typically, a supervisory certificate is obtained when moving into this administrative position.

In order to earn a supervisory certificate in special education a minimum of five years of special education teaching experience with an Instructional I or II certification in special education is required.

Why Should You Consider Special Education Supervisor Jobs?

Shortages in the field of education are affecting not only the state we live in but also the United States as a whole. This shortage is creating a high demand for teachers and administrators all sorts, with many states identifying special education as a field of great concern. When first beginning your career in special education, what was your “why” as to the reason you wanted to become a special education teacher and have special education teacher jobs?

When you step into the role of becoming a special education supervisor your reason as to why you wanted to pursue special education is amplified as you have a greater impact than just the students in your classroom. You have the opportunity to impact all students within a district with special needs and lead the team of teachers who work with our students with disabilities. As a special education supervisor the opportunity is there to be the voice for all of the students with disabilities within your community.

How to Become a Special Education Supervisor?

If you are at the point in your career where you want to become a leader within the special education field, and have received your level two certification in teaching, the very first step would be to reach out to other special education supervisors. This will allow you to ask genuine questions that are concerning to you and open your mind to what it is like to be a special education supervisor.

Next, find the college that best fits your learning style and is flexible with what works for you. Some programs offer all online and virtual learning and others that have evening classes that meet face to face.

Knowing what works for you and your schedule will help you find the perfect program to enroll in. Once you find the school you wish to enroll in, you may want to look into tuition reimbursement from your district.

Reviewing their policies may help the cost that goes along with furthering your education.
Becoming a special education leader and joining the admin team requires one to have compassion and creativity. This, without a doubt, is a premium in this field, which sometimes can make special education jobs more challenging, but it also makes the career deeply rewarding.

Leading with your heart, following regulations and policy, and always doing what is best for the child will always guarantee success and a rewarding outcome.

Interested in becoming a special education supervisor and want to further your education? Check out our available special education graduate programs and get started today!

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