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Special Education Reflection

1. The author observed a learning support classroom and found it to be similar to a typical general education classroom, contrary to stereotypes. Students used the time to catch up on or get ahead on work in a quiet environment. 2. The teacher, Mr. Meyers, had deeper personal relationships with students compared to general education teachers, likely due to smaller class sizes and the need for comfort in special education classrooms. 3. The author learned the importance of encouraging independent work and positive mindsets for special education students to build self-worth and work ethic. Mr. Meyers supported students' efforts while reminding them of their capabilities.

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139 views2 pages

Special Education Reflection

1. The author observed a learning support classroom and found it to be similar to a typical general education classroom, contrary to stereotypes. Students used the time to catch up on or get ahead on work in a quiet environment. 2. The teacher, Mr. Meyers, had deeper personal relationships with students compared to general education teachers, likely due to smaller class sizes and the need for comfort in special education classrooms. 3. The author learned the importance of encouraging independent work and positive mindsets for special education students to build self-worth and work ethic. Mr. Meyers supported students' efforts while reminding them of their capabilities.

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Date/Time: March 08, 12:17-1:37

Teacher(s): Mr. Meyers


Grade Level(s): 9th-12th
Type of Special Education Classroom: Learning Support
School: Grove City Area High School
School Address: 511 Highland Ave, Grove City, PA 16127
I want to begin my reflection on my experience in a learning support classroom by saying that it
was massively different than what I had imagined. Ashamedly, I had expected this special
education classroom to match the stereotype: students who are academically far behind their
peers in one classroom, struggling to meet the lowest of standards set forth. This was vastly
different from what I actually experienced. In this particular classroom, and most of Mr. Meyers’
classes, students use this period of learning support to catch up on work they may be behind on,
or just get a head start on homework in a quiet and productive environment. Overall, this
particular special education classroom was not much different from a typical high school general
education classroom. I think this is really important to begin my reflection with because I am
open and honest about my misconceptions, but there are lots of people who share the same
wrong ideas who need to be shown how the two classes are similar. Special education is often a
taboo subject; students who are enrolled in special education programs are often seen as inferior
for no reason. If I had not known that I was observing a special education classroom, I never
would have known that they were part of the special education program.
One thing that was different, however, was the personal relationships Mr. Meyers had with the
students in this class. Most teachers have personal relationships with their students, but this was
moreso than general education teachers. I have two possible theories for why this may be the
case. One, according to Mr. Meyers, special education classes at Grove City Area High School
tend to be smaller than general education classes. These smaller classes give teachers more
opportunities to form relationships with their students because they are focused on two students
instead of fifteen. My other theory regarding the depth of Mr. Meyers’ relationships with his
students is that special education calls for these deeper relationships. It may be better for special
education students to have deeper relationships with their teachers because it allows for them to
feel more comfortable in the classroom. Again, this last theory especially is just me spit balling
ideas, so I do not know if this accurate. It could just be that Mr. Meyers is really just that great at
his job, so he forms these deep relationships (he is really great at his job overall, though).
I did learn a lot about working with students in special education. First and foremost, I learned
how crucial it is to let them do as much of the work as possible on their own. Mr. Meyers
focused largely on students doing work on their own and monitoring their own behavior, rather
than holding their hand through every piece of work they had to complete. I love this. I think it is
important for all students, especially those in special education, to be encouraged to complete the
work on their own. I can only imagine that students in special education probably often feel like
they are inadequate to their typically developing peers, so being encouraged to do the work on
their own is a great reminder that they are capable of everything their peers are. Alongside this,
student effort is necessary and important for student success. Just because these students are
enrolled in the special education program does not mean they can slack off, just the opposite is
true. Mr. Meyers and I had a conversation regarding one student in particular: Mr. Meyers noted
that he is the biggest supporter of his students, but he can only help them so much. At some
point, as is true with all students, students need to recognize the importance of their effort in
class. Overall, this experience taught me the importance of letting students be independent as
much as possible. It has many long-term benefits: it helps to increase their sense of self-worth
and work ethic.
On these same lines, Mr. Meyers worked with his students to develop positive mindsets.
Although this is important for all students, I think it is especially important for students in the
special education classroom. Especially being in a learning support classroom, away from their
typically developing peers, I think it is probably difficult for students to stay positive if they
think of themselves as inferior or inadequate. Working with these students to develop mindsets,
however, can help them overcome this obstacle. Between encouraging positive mindsets and
reminding students that they are capable of anything. I found that developing these positive
mindsets and working with students to encourage being independent often go hand in hand. In
this experience, particularly, Mr. Meyers would remind students that they can achieve their work
without teacher help through every step. He would encourage using tech tools, like text-to-
speech, for example, to help students realize that they can, in fact, do it.
One hour in a special education classroom just is not enough time to learn everything there is to
know about students with special needs and their experience in the classroom. This being said,
there are still some questions I have about educating students in the special education program.
First and foremost, I am still wondering how to best educate these students in the general
education classroom. I know that in this particular classroom, students are sent during their off
periods to get caught up on work. This raises the issue of educating them in the general education
classroom. Some of this knowledge definitely comes with experience, but it is still a slightly
overwhelming thought. I would also love to dive into the mindset of students who are a part of
the special education program. I would love to know how they feel when they are in the learning
support classroom, how they feel in a general education classroom. I think knowing where the
students are at would be greatly beneficial to best helping them, both in a special education
classroom and in a general education classroom.

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