According to the interviewee, special education specialists play a pivotal, albeit sometimes limited, role in supporting instructional processes. They note that while special education classes may have additional support from a secondary teacher, this does not always equate to having dedicated specialists available for consultation or assistance . This setup implies that general education teachers must often navigate and implement special education strategies without direct input from specialists, relying instead on collaboration with other teachers. The interviewee suggests that the integration of specialists in more active roles could significantly enhance instructional quality and tailored support for students .

The interviewee has over a decade of experience in the education field, with a particular focus on special education where they initially served as an assistant before becoming a licensed teacher. This experience allowed them to develop practical skills in recognizing and addressing the emotional and educational needs of students with special needs. They mention having to reassure students and work with them differently than they would in a general classroom setting, understanding that punishment, such as taking away recess, is not always the appropriate approach . Additionally, dealing with behaviors like hitting and spitting taught them to address inappropriate actions with kindness and patience rather than frustration. This learning translated into their general education teaching by fostering patience and calmness, which are crucial for managing challenging behaviors without escalating situations .

The interviewee noted a significant shift in the use of technology in educational settings from their early teaching years to the present. Initially, technology was barely used, which the interviewee believes resulted in more focused student attention and learning. In contrast, the current classroom environment heavily integrates technology, making learning more engaging through visuals and interactive content. The children are more enthusiastic and responsive to lessons integrated with technology, such as colorful displays and educational songs . However, this shift also means students rely more on technology, potentially affecting their traditional learning experiences .

The interviewee asserts that team collaboration plays a critical role in addressing the diverse needs of students with special needs. Regular meetings with principals and peers enable teachers to share strategies and gain insights into effective lesson planning and behavior management techniques . These collaborative efforts help ensure consistency across the curriculum and allow teachers to exchange resources, such as learning models and lesson plans, which are particularly beneficial for inclusivity in general education classes. Collaborative planning also fosters a supportive environment where teachers can seek assistance and provide mutual support to handle challenging behaviors and adapt to changing educational needs .

Teacher performance is evaluated biannually, with teachers given some flexibility to choose evaluation timings that coincide with center-based lessons, which allows administrators to observe multitasking and classroom management skills . These evaluations provide feedback that helps teachers refine their instructional strategies and address any gaps in their teaching practices. Such evaluations highlight the broader need for teachers to efficiently manage diverse learning needs, engage students effectively, and adapt lessons to fit a wide range of abilities and behaviors, particularly in special education contexts where strategy refinements are critical for student success .

The interviewee suggests that firsthand experience and on-the-job training are crucial for preparing teachers to work with students with special needs. They emphasize the value of becoming an instructional assistant as a foundational step, which allows prospective teachers to understand the practical demands of the role and reflect on their suitability for a career in special education . They also advocate for engaging with special education contexts early in one's career, as this exposure fosters the development of patience and adaptability, both of which are critical skills for effectively managing diverse learning needs .

The interviewee places significant importance on the use of positive reinforcement to manage student behavior and encourage academic success. They utilize a treasure box reward system and punch cards for achievements in tasks such as Exact Path lessons, which motivates students to strive for academic milestones and good behavior . This method not only promotes a positive classroom atmosphere but also incentivizes students to engage in constructive behavior, leading to improved learning outcomes. They view these strategies as essential tools in managing classroom dynamics effectively, particularly for engaging students with special needs in a meaningful way .

The interviewee acknowledges the importance of Individualized Education Programs (IEPs), stating they are necessary for providing tailored support to students with specific needs. However, they highlight a significant challenge in the length of time it takes to get students tested and approved for an IEP, sometimes spanning over two years, which delays the necessary support for students . To improve the system, reducing the bureaucratic delays and streamlining the assessment and approval process could ensure timely provision of services. Implementing continuous reviews and adjustments are also critical to keep the plans effective and relevant as the student's needs evolve .

The interviewee focuses on differentiation and accommodation when tailoring lesson plans for special education students. For students with IEPs or those with lower performance, they maintain the overall lesson structure but include visual aids, such as pictures and colors, to facilitate understanding . They also make verbal accommodations, often reading texts aloud for students who struggle with reading or are non-native speakers. By using various resources, such as pre-made lesson websites, the interviewee ensures that lessons are accessible and comprehensible for all students, thus promoting equity in educational access .

The interviewee highlights the necessity of adaptability and creativity in maximizing instructional time for students with special needs. They emphasize using videos to introduce lessons, followed by discussion and interactive activities to reinforce learning . Recognizing that some students may distract from the lesson, they stress the importance of maintaining engagement through fun, supplemental activities that hold the students' attention . Additionally, they're prepared to provide extra assistance through instructional aides for students struggling to keep pace with the class, ensuring that individualized support is available without delaying the entire class's progress .