The objective of being a Special Education teacher is to apply methods to support students but also educate them how to do things alone accompanying the application of tools or strategies. Observations are also pivotal to deciphering and understanding your students. For instance, if a student is non-verbal, it could be a direct result of something impacting their voice. Nevertheless, in the role of a teacher, you learn there are abundant reasons why a student might be non-verbal and sometimes it is a choice. Some students will be non-spoken as a result of the anxiety induced by their disability. As the teacher, observing is intrinsic in understanding the antecedents and causes behind certain behaviors. Assessments are very critical indicators for diagnosing students and tracking progress. However, if you intend to build long-term improvement, the instructor must be able to observe behaviors and responses of the student in their day to day environment. By doing this, the teacher is able to establish accommodations that consider assessment and note observation data. Therefore you will have a more authentic sense of your student and what supports might provide them the most achievement in the classroom. When you become an educator, you realize no situations are black and white because every student varies with their learning needs and style. When a child exclaims they hate school and they have a learning disability, it is our responsibility to accommodate their needs and create engaging instruction. If teachers only create lesson plans based on how students traditionally learn, students without the desire to learn will not have their needs met.

After the 504 plan was put into place, the education system moved into a phase of what educators considered the modern era of education where students with disabilities became protected in every public environment. Special education services and accommodations have significantly improved due to ADA, IDEA, FAPE and 504 but even with these laws we still face many issues. People who have disabilities are still excluded in their social environments and treated differently by their peers. It is the obligation and responsibility of the Special Education teachers to enforce the laws and to be activists for students to receive the appropriate and specialized services they need. Individualized Education Plans were created to enforce students with disabilities receive free and appropriate public education. These laws must be followed for teachers to meet the goals and needs of students with learning disabilities and help to ensure progress and the correct accommodations. 504 plans are for students who do require specialized instruction and understanding these differences is crucial to long term success as a special education teacher. Some of the most significant differences of an IEP and 504 Plan include: 504 plans, parents or guardians have fewer rights, 504 plans do not need to be written, IEP includes  individualized instruction and includes related services, 504 plan is for those who have difficulty learning in the general education environment but may not need specified instruction, IEP is for students who need specified instruction to make progress in school. The disabilities covered by an IEP are: Adhd,, Autism Spectrum Disorder, Dyslexia, Dysgraphia, Multiple Disabilities, Deafness, Deaf-Blindness, Developmental delay, Emotional Disturbance, Hearing Impairment, Intellectual disability, Orthopedic impairment, Other-Health Impairment, Specific Learning disability, Speech or language impairment, Traumatic brain injury and visual impairment or blindness. These are all the disabilities covered in an IEP and it is critical to remember or have these saved somewhere where one can refer to it when a general education teacher or parent is curious if their child qualifies for an IEP or 504 plan. 

 As teachers, we must strive to create an environment that encourages students to develop confidence, grow, and become independent. In order to accomplish their goals, you need to create and deliver specialized instruction to meet the needs of individual students. Early intervention is also crucial for students. When students receive intervention and services during their elementary years, this aids students to learn strategies they can apply for the rest of their lives that promote independence. During your career as a teacher, staying current on the latest assistive technology devices and tools is imperative in relation to being able to find the proper accommodations. This is particularly true for students with learning disabilities. A clear example of this is when students are provided with information on how to use assistive technology. This can increase their confidence and give them a much higher degree of independence. Specifically, assistive technology helps limit direct help from para-professionals and helps to meet the goal of receiving an inclusive education. Many students with learning disabilities feel embarrassed of being pulled out and their academic achievement tends to suffer as seen in professional studies. Some of the studies even highlight that students with learning disabilities are more successful working with students that have varying academic and social abilities. Being an exceptional Special Education teacher means you abide by the law, promote inclusion, teach skills and provide tools that provide independence.

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