Special Populations

Kristen Thomas

EDUC 2301.200

Dr. Marian Ellis

November 8, 2020
Running head: Special Populations 2

Special Populations

As an educator my focus will be on providing the highest quality of education for my

students. One way to ensure that students receive the best education is by recognizing and

supporting both their abilities and disabilities. Educators and the education system continue to

acknowledge and expand their awareness of students with disabilities and how best to

accommodate and advocate for them. I feel passionately about advocating for my students.

Aiding students receiving special education services to support their hearing impairment, visual

impairment and the learning needs of a student that is on the Autism Spectrum has been my job for

the last four years and I hope to make it my career.

One group of students in the special population category are students with visual

impairments. I was fortunate enough to be able to work with a student who is visually impaired.

While working with this student I became aware of needs specific to this student, but also the

potential needs of future students who might be visually impaired. When interacting with this

student it was vital to introduce yourself with name and location, “Good morning, this is Mrs.

Thomas. I am in front of and to the right of you.” Do not touch or in any other way assist a

student with visual impairments without permission, this can be extremely jarring and can also be

perceived as patronizing. Knowing and utilizing a student with visual impairment’s

accommodations and modifications is essential. Students who are diagnosed with a visual

impairment have a drive and willingness to learn and be independent, just as any other student.

Utilizing an aide, cane, support animal, proximity alarms, braille text, audio books, and any other

additional assistance serve to bolster and not inhibit learning. My duty as an educator will be to

make sure that all accommodations are being met and to advocate for any additional services that

might benefit the student with visual impairments.

Running head: Special Populations 3

Another group of students in the special population category are students with hearing

impairments. A campus that I had the opportunity to work on housed a hub for students with

hearing impairments. People that are part of the deaf community have a culture and language all

their own that should be respected. Students are encouraged to use ELL in school to help benefit

language and writing abilities especially during standardized tests. However ESL is the

predominant language spoken among the population with hearing impairments. Knowing the

difference between ELL and ESL is essential to educating a student with hearing impairments.

Providing a translator, wearing an amplification device, wearing a transparent face mask (COVID-

19 requirements), keeping your face towards the student, nearby seating, and captioning are all

potentially utilized accommodations for a student with hearing impairments. Yelling, demeaning

tone or pacing, blocking the mouth, speaking only to a translator and not the student can be

damaging and dismantling to a student with hearing impairments. As an educator I will treat my

students with hearing impairments with respect and honor their unique culture and language.

Finally the group of students I am the most passionate about advocating for and educating

are the students that are on the autism spectrum. When I started working for a school I had the

honor of being introduced to students with autism. The diagnosis of autism is an umbrella that

encompasses a variety of learning needs and expectations. Many students with autism flourish

with routines, quiet surroundings, visuals, aides, and fidgets. Learning to constructively deal with

environmental stresses, schedule changes, and “no” are vital to future successes of a student with

autism. Dynamically differing needs, disabilities and accommodations all need to be recognized in

order to educate a student on the autism spectrum. Avoid using inciting or dismantling language

with a student who has autism, such as “I’ll do it for you.”, “You can’t do this.”, or “You don’t like
Running head: Special Populations 4

that.” While educating students with autism I will accommodate, offer support, and respect their

boundaries.

Acknowledging my student’s abilities and disabilities and supporting them will be

paramount throughout my career. My classroom will be welcoming to all students. Respect of one

another and each other’s differences will be the foundation of my classroom community. Students

that are part of special populations deserve to have a teacher who will advocate for them, I aim to

be that advocate. My student’s success both academically and for their future is my priority.