As funding for public education continues to fluctuate across the nation, all teachers face resources and support that can also change. Coming from business and industry, many new CTE teachers will not have adequate professional training regarding students with special needs, behavior support, or the mandated requirements pertaining to the Individuals with Disabilities Act (IDEA). IDEA focuses on making sure all students are guaranteed a public education with needed accommodations. To better understand the complexities of these issues and the subsequent expectations in a CTE classroom, this week will focus on how to manage behavior of individual students with special needs. Not every child is the same when they come into the classroom. Some union contracts include language regarding behavior support plans and what happens when a student needs additional time, a safe space room, or preferential seating. A typical CTE building or classroom may not always have the same available options as ta “normal” school classroom. This week will focus on what can be done and what you should know as an equitable educator. There are tried and true options that will help you educate every student in your program and know what you can do in special circumstances.
Based on this weeks required studies, choose one of the issues you would like to focus on this week. As you write 3-4 paragraphs about your learning from the reading and other sources, showcase what all CTE teachers should know to professionally respond to the different behaviors that may appear in your classroom. Understand and showcase your learning as to the issue of confidentiality, language in IEPs, behavior support plans, resources available to all teachers and students, and how you would deal with classroom management opportunities when a special needs student disrupts the learning in the classroom. Maybe focus on homeless children and foster children the affects of classroom behavior and how to effectively manage them. Other sources may be used.
Part 2 , building to help working with students facing special needs. Research the resources available to you within your district. Find out what your contract (if applicable) covers regarding these areas. Explain how your district is assisting in differentiation with counselors, Special Education Specialists, and district expectations and policies.
Write 3-4 paragraphs on what you have learned about contract language on student behavior (if any), specific language on student behavior expectations, and what language is used in an IEP and a student behavior contract. You can either contact the Human Resources Department of a local school district or the state or local National Education Association (NEA) affiliate for more information regarding district policies and contract language. If you are not currently teaching or do not have access to this information from your district, you can review the collective bargaining agreement of the North Clackamas School District in Oregon (2016).