Running head: MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDNETS

Meeting the specific needs of high school special education students

Grace Rose
University of Kentucky

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

Abstract
The following paper focuses on two laws, Individuals with Disabilities Education Act
(IDEA) and the Individualized Education Plan (IEP). This illustrates a few
characteristics a special education teacher must have to be successful in the
classroom. This paper has references from six different sources conducted online and
an interview that was done in person. These references are (Center for Parent
Information and Resources, http://nces.ed.gov/programs/coe/indicator_cgg.asp
http://idea.ed.gov, Why is it important for teachers to have good communication
skills? Freddie Silver, Demand Media,http://onlineworldwide.nebraska.edu/DegreePrograms/Masters-Degrees/Special-Ed-Early-Childhood-Ed-Masters.aspx,
http://www.lrc.ky.gov/lrcpubs/rr358.pdf )
Keywords: IDEA, IEP, individual needs

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

Meeting the specific needs of high school special education students

When teaching multiple high school students with disabilities, it can be tough
meeting every students individual needs (Ashlee Rose, Bryan Station High). Special
education teachers experience a variety of things throughout their day. The classrooms
are very diverse. Teachers have students with different disabilities and behavioral issues.
From hitting and biting to changing diapers, they need to be ready for anything. To reach
their highest potential, special needs students must have a teacher that can understand
their disability and know how to meet their unique needs. Some if theses unique needs
can deal with speech, walking, the need of a feeding tube, and many more.
Individuals with Disabilities Education Act
Due to the many individual needs of special education students, there have been
many laws that have been implemented and enforced throughout school systems. One act
that has been an influence on school systems is IDEA. Congress originally enacted
IDEA in 1975 to ensure that children with disabilities have the opportunity to receive a
free, appropriate public education, just like other children (Center for Parent Information
and Resources. (n.d.). Retrieved November 7, 2014).
Throughout time, we see that the IDEA Individuals with Disabilities Education
Act has been revised. The last time this act has been changed was in 2004 when
President Bush was in office. One of the main changes that congress made to this law
was requiring all special education students to receive instruction based on their
individual disability. This was a great revision to the act; spending individual time with a
student makes the teacher more aware of their needs. Each and every student needs one
on one time with their teacher so that they are able to reach their full potential. The

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

following graph shows the percentage of people with certain disability types, ranging
from the age 3-21 who is impacted by IDEA 2004. These are disabilities that teachers
have to acknowledge and fully understand so they can help their students achieve their
goals.

http://nces.ed.gov/programs/coe/indicator_cgg.asp
Figure 1
Individualized Education Plan
Another law that has been put in place to help special education students is IEP.
Individualized Education Plan (IEP) is an educational plan that meets the students unique
needs. In order for the teacher to develop this IEP, they must spend individual time with
their students so they can create an accurate plan. With an IEP, teachers make realistic
goals for their students and must report how the student is improving. Working with
parents is a great thing for a student, if a parent and teacher can create a plan not only at
school but at home, then the student can reach their objectives faster. IEP is a great way
to know if students are improving and developing skills that are needed for their adult

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

lives. With this law in place (and many more) teachers are held accountable and students
have a plan to help them through their academic life.
In public schools throughout Kentucky, the average number of high school
students in a special education class is about 12. Being in charge of approximately 12
students with severe disabilities (like the ones in Figure 1) can be a stressful job. Special
education teachers do more than teach their students basic curriculum, they teach their
students skills that will help them throughout their lives. In Kentucky, special education
students are allowed to stay in school until they are 21. Some students will have to learn
how to care for themselves if they do not have a caretaker. Understanding this, teachers
have to make sure that they are challenging their students daily and preparing them for
their future. When learning some of the challenges and requirements, special education
teachers seem to have a taxing job. However, with strong leadership, good
communication skills, and the ability to resolve conflicts, the classroom becomes less
stressful.
Strong leadership
Strong leadership is a characteristic that one cannot do without when teaching
high school students with severe disabilities. To be a leader, there are many things an
individual needs to be able to do. One thing a leader must be able to do is distribute jobs
between the assistants, usually a special education teacher will have a few people that
will help him or her with the daily tasks. There are so many tasks that a special education
teacher has to accomplish in one day, distributing jobs to the assistants is extremely
important because the teacher has to fully engage with the students. A low power
distance works well in a classroom setting. Assistants must follow the teachers

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

instructions, but they still have authority and are respected in the classroom. Assistants
are very important when it comes to classroom dynamics; they take care of smaller tasks
so that the main teacher can tackle the bigger duties of the day. Every student has
multiple needs that must be addressed; without every single teacher and assistant doing
their part, the students needs would never be met.
Good Communication Skills
In any classroom, a teacher must be a good communicator. They have to be able
to explain things clearly so that all their students can understand. They must be able to
break down complex ideas into simpler parts and smaller steps to transmit to their
students. They must be able to adapt their methods of communication to all students
regardless of ability or learning style (Demand Media, Freddie Silver). This quote
perfectly describes how teachers must be willing to adapt their methods and know when
to change them. Knowing what methods to use for each student is only possible when the
student receives individual instruction.
Another part of communication in a classroom is listening. Many people have
heard the saying, in one ear, out the other. Most will admit that this has happened to
them before. It is hard to be a good listener and fully engaged at all times. However,
being a good listener is critical for a special education teacher because their students have
needs that go beyond curriculum. One of the main parts of communicating is listening to
what the other person has said. A teacher must know the students needs and how to
communicate back with them. Looking back at the chart, 21% of students had a speech
or language disability and 1% had hearing impairments. This is a large percentage of

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

students, which means that teachers must be fully engaged when working with their
students.
Conflict Resolution
One can only imagine the amount of conflicts that occur in a special education
classroom. After talking to several high school special education teachers, the conflicts
are not between the students. Conflict is usually between staff members and the peer
tutors. In any conflicted situation with staff, it is crucial that situation is handled as soon
as the disagreement occurs. In special education there are many personnel involved with
just one student to ensure that they are receiving a variety of services (occupational
therapy, physical therapy, speech therapy, vision therapy). This means there are many
people working alongside to help these students and to be successful, there must be a
good dynamic between the personnel. Along with these service providers there are other

personnel who facilitate ARC's (annual review sessions to review IEP's) in which assist
in the overall outcome for a student with disabilities. With that said, when multiple
service providers, including the special education teacher, work together in a school
setting it is common that conflicted opinions arise. It is important however to make the
best possible decision based on the students needs after in-class observations and enough
data is provided on the situation. When data is provided, it can allow a clear

representation of what the student needs and will lessen the conflict between personnel.
Many high schools often allow students outside of the special education
classroom to come in and help the students with their daily tasks. This can result in
disagreements and conflict tends to arise. These students (peer tutors) can be a
tremendous help to the staff and special education students. However, these students are

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

obviously not trained and their lack of knowledge can become an issue. For example, if a
student were not listening to a peer tutor, many teens would allow their peer to do as they
please and no longer be authoritative. A teacher has the job of making sure the peer
tutors are educated enough to know what to do in certain situations. When there are
effective and hard working peer tutors in the classroom this can relieve the teachers
stress and allow the day to flow more efficiently.
In any workplace environment, there are different obstacles that are faced. In a
business environment, deadlines must be met and presentations must be given. In a
special education classroom, the obstacle that teachers face is creating an environment
where students receive individual instruction depending on their disability. Everyone
learns differently; for example, some people are visual learners and need to be taught in a
way that is hands on so they can grasp onto the content easily. This also holds true for
people in high school with disabilities. Teachers must find different methods to teach
their students so that they will be successful in and out of the classroom. Thanks to the
IDEA and IEP, there are regulations put on teachers that force them to spend individual
time with their students so they can find the best way to teach them. Special education
teachers have many obligations in the classroom, however, with strong leadership, good
communication skills, and the ability to resolve conflicts, the classroom becomes less

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

stressful for both the teacher and the student.

Nebraska.edu
Figure 2
This statement on the photo is very true. These students are very exceptional and
special; they need teachers that are exceptional. Special education teachers change their
students lives by spending individual time with them so that they can meet their unique
needs.

MEETING NEEDS OF HIGH SCHOOL SPECIAL EDUCATION STUDENTS

10

References
Center for Parent Information and Resources. (n.d.). Retrieved November 7,
2014.)
http://nces.ed.gov/programs/coe/indicator_cgg.asp (n.d) Retrieved November 7,
2014
http://idea.ed.gov (n.d) Retrieved November 5, 2014
http://onlineworldwide.nebraska.edu/Degree-Programs/Masters-Degrees/SpecialEd-Early-Childhood-Ed-Masters.aspx
http://www.lrc.ky.gov/lrcpubs/rr358.pdf
(Why is it important for teachers to have good communication skills?, Freddie
Silver, Demand Media)