| Get Started: | | | | styles. |
| 1. Become qualified.You need two things: A State | | | | * Self-confidence is important; you should at all times |
| Teaching certification and (since NCLB was enacted) | | | | emit an aura of having everything under control, |
| status as a Highly Qualified teacher in the subjects | | | | even when you just want to run away and cry. |
| you plan to teach. Every state has its own guidelines | | | | * Respect is earned. While you will be able to have |
| for teaching certification and HQ. Check with your | | | | some leverage in your position, good teaching will not |
| state's Department of Education (or equivalent | | | | take place until your students respect you. |
| department) for specific guidelines. | | | | * In challenging situations (and there will be many), |
| * Although it varies, the following will be needed for | | | | keep your cool; respect is easily lost. |
| certification: A four year degree in special education, | | | | * The kids can and will try anything to throw you off |
| OR a four year degree in another subject area, with | | | | balance, so have a plan to handle it before it happens. |
| a master's degree in special education. (If you have a | | | | * Choose your battles; some conflicts are just not |
| four year degree in a subject other than education, | | | | worth engaging in. It will only distract you and your |
| many states will allow you an emergency or | | | | students and derail the class. |
| temporary certificate so that you may teach while | | | | * You will have some fantastic moments that will |
| earning your certification in Special Education.) | | | | make you wonder how you could ever have |
| 2. Find a suitable university or college with a program | | | | considered anything but teaching. |
| in Special Education. Public universities often do just | | | | * Always over-prepare your lessons. Bored kids are |
| as well as private colleges, if not better in some | | | | noisy kids. |
| circumstances, at preparing you for working in a | | | | * Always be prepared for the unexpected. You |
| public school. | | | | might have the best lesson in the world planned, but |
| 3. Take as many elective courses as possible in | | | | sometimes half the class is clueless to the concept |
| reading and math. Special education students are | | | | and you have to adjust everything. |
| nearly always integrated in the english and math | | | | * Be sure you know to spell and use correct |
| regular classrooms. This will give you a better idea of | | | | grammar, Nothing looks worse than a teacher who |
| their needs. Reading instruction is also critical in | | | | can't spell or punctuate properly, even the students |
| elementary grades. | | | | don't know the difference. |
| 4. Look around for alternative options. If your degree | | | | * Greet your students each morning to read their |
| does not also make you Highly Qualified, check your | | | | moods even before the school day begins. If |
| options. Each state usually has two or three means | | | | appropriate, hug each of them. At least give each of |
| of becoming HQ. The most direct option tends to be | | | | them each a high five and tell them you are glad that |
| a Praxis II exam if your state considers it acceptable. | | | | they are there. That may be the only positive |
| Tips | | | | contact they have all day. |
| * Further your education whenever possible. The | | | | Warnings |
| willingness to continually improve your understanding | | | | * The Special Education field is not for everyone; it |
| of the subjects you teach and of instruction | | | | takes a lot of patience and you'll have to be |
| methodology is what will make you an excellent | | | | prepared for anything. |
| teacher. | | | | * You are not the kids' friend. Relationships can |
| * While taking courses, take care to learn as much as | | | | become misunderstood. Be friendly with your |
| possible about reading, writing, math, special | | | | students, but keep a distance. |
| education curriculum, learning styles and teaching | | | | |