Special Education

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The Education Specialist, Mild/Moderate Credential Program is designed for individuals interested in teaching students with learning challenges.  Candidates completing the Education Specialist, Mild/Moderate Credential Program at Dominican University of California are authorized to teach students with learning disabilities, mental retardation, other health impairments, and emotional disturbances.  This 40-unit program can be completed through the part-time or intern option.
The Education Specialist, Preliminary Level I Mild/Moderate Credential authorizes candidates to seek initial employment as a special education teacher, but does not authorize ongoing teaching service.  Candidates need to complete Professional Level II preparation in special education within five years of the date of issuance of the Preliminary Level I Credential in order to continue ongoing teaching service as a special educator.
The Dual Credential Programs allow candidates to earn both an Education Specialist: Preliminary Level I Mild/Moderate and a Multiple or Single Subject Preliminary Credential concurrently.  Candidates are required to complete coursework in both credential areas and participate in supervised student teaching or intern assignments in special education and general education classrooms.  These 47-50 unit programs can be completed through the part-time or intern option.

Definition of special education special education articles special education courses special children history of special education journal of special education special education teacher special education schools Students with and without disabilities have more similarities than differences. For example, with respect to financing their education, students with and without disabilities are similar regarding the likelihood of receiving financial aid and the amount of aid received. However, overall, students with disabilities fall behind their non-disabled peers in their high school preparation for college. Of the students enrolled in postsecondary education, those with disabilities are less likely to have taken advanced placement courses, have lower grades, and have lower SAT entrance exam scores.

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Jobs in special education has become a facet of the education system that has become a popular career choice for new members of the work-force. Special education refers to programs that institutions develop for those students with disabilities that require specialized instruction. Jobs in special education often require that individuals interested in the field part-take in particular areas of studies that focus on specific disabilities in order to more appropriately equip them with the skills and methods needed to teach special-needs children efficiently. Special education jobs are more often than not concentrated in aspects of classroom teaching, but are from being limited to those constraints. Jobs in special education can vary as much as being dedicated to teaching and instruction, to that of research and method applications to appropriately learn how to correctly instruct those afflicted with disabilities. Special education jobs are designed to be extremely specific in order to benefit those with disabilities and allow them for the opportunity to an education like everyone else. In creating specific positions of trained professionals with knowledge and training with certain disabilities, jobs in special education offer a unique possibility for those with disabilities by providing them the most effective and appropriate learning environment that will allow them to strive on their own and assimilate to society with the least amount of difficulties possible.

http://www.hailsocial.com/jobs-in-special-education.html

Special Education Dept jobs Written test

Special Education Dept jobs Written test

While not Sarah’s favorite, permanent co-teaching offers students many advantages. In a permanent co-teaching arrangement, there is a content teacher, someone who specializes in a specific subject like history, and a special education teacher. The teachers share in the planning, implementing, and grading of lessons. This is great for all the students, not just those that fall under the special education umbrella. The one-on-one teacher to student time is increased because there is literally an extra teacher in the classroom. With an average classroom size of 20 to 30, each teacher could focus her attention on only 10 to 15 students. For a special needs student, this additional individualized contact is invaluable.
This type of co-teaching actually has a number of names. The way this model works is a content area teacher is in the classroom all the time. The special education teacher comes in and co-teaches one to three times a week. Sarah enjoyed this method because it allowed her to serve the most students during the day. She was able to go in on assigned days and help her students individually with tests, projects, or concepts. Some days she would help the entire class with hands on projects or activities that she and the content area teacher had previously devised. Sarah was more comfortable with these types of kinesthetic projects than the content area teacher was, and both enjoyed having Sarah participate on these days.

he Multiple Subject Preliminary Credential authorizes the holder to teach all subjects required in the public school curriculum for a self-contained classroom, pre-school through grade 12.  These programs are primarily designed for individuals interested in teaching at the elementary and middle school levels through grade six.  This 35-unit program can be completed through the full-time, part-time or intern option. 

The Multiple Subject Preliminary Credential authorizes candidates to seek initial employment as a multiple subject (elementary) teacher, but does not authorize ongoing teaching services.  Candidates will need to complete professional preparation within five years of the date of issuance of the Preliminary Credential in order to continue ongoing teaching service as an educator.  In order to complete the clear credential, candidates are required to enroll in a commission-accredited SB 2042 Professional Teacher Induction Program (usually called a Beginning Teacher Support and Assessment or BTSA program).

Name of Wife	Spinster/ Widow Etc	Date of Birth of Wife	Date and place of marriage	Law Islamic/ Christian	Auth (CORO)	Siganture
Shazia Jabeen	Spinster	24-8-70	17sep 98 Swabi	Islamic	Sat AO 16/02

The development of special education network in historical perspective and the nature and quality of services being offered to special children in Pakistan has been studied and evaluated in this research work. The measures for improvement have also been recommended. To achieve this the various instruments were designed. The interviews of the special educators, support professionals, parents of special children and special persons were conducted. The records of the schools were consulted. The samples were taken from rural as well as urban areas of Pakistan and all the provinces. The research work includes the analysis of historical pattern of development of special schools for all major categories of special children in Pakistan and the provinces. The separate graphs and charts showing trends and of development and distribution in each region )Pakistan as a whole, Punab, Sindh, Balochistan, North West Frontier Provinces and Federal Capital Area) and for each sector (Federal Government, Provincial Government and Non-government Sectors) and for each category (Hearing impaired, visually impaired, Mentally retarded and physically handicapped) are drawn. The analysis of population of special people and schools-age special children and the special children studying in schools has also been carried out. The areas focused for investigating the weaknesses and strengths of the infrastructure include early intervention programmes, educational assessment and placement procedure, availability of special teachers and support professioanals, Special educational needs, system of examination and evaluation, teachers training programmes, mainreaming, provisions in government plicies and legislation. The special schools system evolved in Pakistan as early as first decade of twentieth century however the schools are not in sufficient numbers to cater all the special children. The early intervention programmes in Pakistan are not very well organized The assessment procedures at schools have been discussed and tere is a great room for improvement. The assessment tools need to be standardized for which government support is required. The special needs including equipment and books are not available in sufficient quantity. Most of the schools follow curriculum designed by committees comprising of teachers of special schools under the guidance of National Institute of Special Education. The instructional approaches and strategies are diversified which is common in all countries. The minimum qualification forany professional related to special education is not defined. The average students teacher ratio ranges from 6 to 1 in some categories of special children to 11 to 1 in the other which indicates the shortage of teachers. The parent involvement in the education of special children is the least. The vast majority of parents of special children of all categries and special persons are not fully satisfied with the education being given to their children. The associations of the special people, specially visually impaired and hearing impaired and physically handicapped have played a pivotal role in changing the lives of the special people in Pakistan. The role of non-government organizations (NGO) is very significant in the development of special education in Pakistan. The facilities to support higher education for special people in colleges and universities are not available. The mainstream schools do not have teachers and equipment to accommodate special children. The long term planning is required to mainstream special children. There will be financial implications also to implement any such scheme. The teacher training programmes offered by universities and other institutions are quite satisfactory. The universities offer Diploma, Masters degree and Ph.D. programmes in special education. Many other non-government and government organizations offer in-service teacher training programmes. The policy for the Education and Rehabilitation of special children has not yet been finalized. The vocational training being provided in most of the school is of pre-vocational nature. The trades are limited. The parents and special persons are not fully satisfied with the provisions of vocational training facilities. The attention of government is required to vamp this area.In the light of the above conclusions some recommendations are

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The development of special education network in historical perspective and the nature and quality of services being offered to special children in Pakistan has been studied and evaluated in this research work. The measures for improvement have also been recommended. To achieve this the various instruments were designed. The interviews of the special educators, support professionals, parents of special children and special persons were conducted. The records of the schools were consulted. The samples were taken from rural as well as urban areas of Pakistan and all the provinces. The research work includes the analysis of historical pattern of development of special schools for all major categories of special children in Pakistan and the provinces. The separate graphs and charts showing trends and of development and distribution in each region )Pakistan as a whole, Punab, Sindh, Balochistan, North West Frontier Provinces and Federal Capital Area) and for each sector (Federal Government, Provincial Government and Non-government Sectors) and for each category (Hearing impaired, visually impaired, Mentally retarded and physically handicapped) are drawn. The analysis of population of special people and schools-age special children and the special children studying in schools has also been carried out. The areas focused for investigating the weaknesses and strengths of the infrastructure include early intervention programmes, educational assessment and placement procedure, availability of special teachers and support professioanals, Special educational needs, system of examination and evaluation, teachers training programmes, mainreaming, provisions in government plicies and legislation. The special schools system evolved in Pakistan as early as first decade of twentieth century however the schools are not in sufficient numbers to cater all the special children. The early intervention programmes in Pakistan are not very well organized The assessment procedures at schools have been discussed and tere is a great room for improvement. The assessment tools need to be standardized for which government support is required. The special needs including equipment and books are not available in sufficient quantity. Most of the schools follow curriculum designed by committees comprising of teachers of special schools under the guidance of National Institute of Special Education. The instructional approaches and strategies are diversified which is common in all countries. The minimum qualification forany professional related to special education is not defined. The average students teacher ratio ranges from 6 to 1 in some categories of special children to 11 to 1 in the other which indicates the shortage of teachers. The parent involvement in the education of special children is the least. The vast majority of parents of special children of all categries and special persons are not fully satisfied with the education being given to their children. The associations of the special people, specially visually impaired and hearing impaired and physically handicapped have played a pivotal role in changing the lives of the special people in Pakistan. The role of non-government organizations (NGO) is very significant in the development of special education in Pakistan. The facilities to support higher education for special people in colleges and universities are not available. The mainstream schools do not have teachers and equipment to accommodate special children. The long term planning is required to mainstream special children. There will be financial implications also to implement any such scheme. The teacher training programmes offered by universities and other institutions are quite satisfactory. The universities offer Diploma, Masters degree and Ph.D. programmes in special education. Many other non-government and government organizations offer in-service teacher training programmes. The policy for the Education and Rehabilitation of special children has not yet been finalized. The vocational training being provided in most of the school is of pre-vocational nature. The trades are limited. The parents and special persons are not fully satisfied with the provisions of vocational training facilities. The attention of government is required to vamp this area.In the light of the above conclusions some recommendations are