Specialist Interview.docx

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Running head: SPECIALIST INTERVIEW 1 Specialist Interview Sheneika Simmons September 25, 2016 Johns Hopkins University
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SPECIALIST INTERVIEW 2 Part 2: Specialist Interview – Ms. S. Kent 1. Why and how did you choose a career in special education? What is your specific role and function at this site? a. I have a B.A. in Speech Language and Hearing Science (speech pathology and audiology), so I learned a lot about various disabilities in college. I also worked at a summer camp for children with special needs as a volunteer and then as a "therapist." for several years in college and a year post-grad. I began teaching through Teach for America, where I listed special education as a preference. My first two years teaching I taught in the inclusion/resource setting where I worked with students that participated in the general curriculum, and took the regular state test. This year I am working in the separate setting classroom where I work with students that do not participate in the general curriculum, and take an alternative state test. 2. Please specify the disabilities and disorders that you have worked with during your career, such as physical handicaps, speech disorders, language and processing difficulties, autism and Asperger’s syndrome, ADD and ADHD, behavioral disorders, etc. a. I have worked with a wide range of students with varying disabilities. At the summer camp, I worked with children ages 6-12 and have worked with students age 10-14 in the classroom. I have worked with students with learning disabilities, intellectual disabilities (mild, moderate and severe), ADD, ADHD, serious emotional disabilities, oppositional defiance disorder, autism, speech and language disorders, apraxia of speech, down syndrome, traumatic brain injuries, and physical handicaps (mainly weak gross motor skills resulting in the use of a wheelchair). I have also worked with verbal and non-verbal students (varying disabilities).
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SPECIALIST INTERVIEW 3 3. If you were to create a pie graph demonstrating the way your job time is spent, sketch what it would look like in the pie graph. Make sure to include co-teaching; attending district and school meetings; doing paperwork and documentation; doing tutoring and pull out with small groups or individuals; problem solving with administrators, counselors, psychologists, etc. a. For separate setting classroom: It really depends on the day and the demands of current activities. On my "good days" I spend about 5% of my day doing whole group instruction, 80% of my day working in small groups or individuals in my classroom, 10% paperwork/documentation, and 5% problem solving with administrators/my teaching assistants. I like these types of days where my main focus is on my students. My "bad" days or "days where I barely feel like a teacher" I spend about 20% of my day working in small groups or individuals in my classroom, about 60% of my day in IEP meetings and doing paperwork, and 10% of my day problem solving with administrators/my teaching assistants.
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  • Fall '19
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  • IEP, Individualized Education Program

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