Problem In Professional Practice Student's Name Institution ✓ Solved

Problem in Professional Practice Student’s Name Institutional Affi

One of the most serious problems that special needs teachers face is dealing with multiple disabilities in children. This is a challenging problem in my professional practice especially since children with disabilities are unique and with varied needs and expectations. It becomes an even greater challenge when some of the children have multiple disabilities such as intellectual disability-blindness (Lappa & Mantzikos, 2019). In these cases, the special needs teacher must tailor their teaching such that no child is left behind and that everyone succeeds. It becomes a challenge when there are several students in a class and a teacher has to ensure that everyone is on the same level in terms of comprehension and application of learned concepts.

As a result, a teacher must modify their lessons and teaching strategies so that they can provide individualized education programs to the students. This is usually a very engaging process in terms of time spent and the application of relevant critical thinking skills. In conducting a review of literature to find information for a research-based solution to the problem, I will follow a five-step process. The first step will involve clearly defining the question(s) that my research seeks to answer. The questions will enable me to identify the keywords that I will use.

Secondly, I will decide on the scope of my review. For instance, whether I will consider an in-depth review or a basic review. Thirdly, I will select various databases that I will use to conduct the searches such as Google Scholar. Fourthly, I will conduct the actual searches while keeping track of the relevant literature for my review. Lastly, I will reevaluate my chosen literature to assess whether they will be useful in answering my research questions.

Paper For Above Instructions

In the realm of education, educators face various challenges, but few are as complex as the task of teaching children with multiple disabilities. Special education teachers are on the front lines of this issue, encountering significant hurdles in providing effective education to children with diverse needs. This paper aims to explore the extensive challenges faced by special needs teachers, focusing particularly on the complications arising from instructing students with multiple disabilities.

The diversity of needs among students with disabilities, such as intellectual disabilities coupled with blindness, presents unique challenges that require tailored teaching approaches (Lappa & Mantzikos, 2019). It is imperative that teachers ensure that every child can access learning in a manner that is beneficial for them, as failing to do so compromises educational equity. The challenge is particularly pronounced in classrooms that contain numerous students, where the teacher's responsibility escalates in complexity.

The initial step in addressing this issue is to provide individualized education programs (IEPs) tailored to each student's specific needs. This process demands a considerable investment of time and resources, as teachers must assess each student’s abilities and challenges carefully. It often involves modifying lesson plans and instructional strategies to accommodate various learning styles and capabilities. Teachers must navigate the labyrinth of educational modifications while ensuring that each student reaches their educational milestones.

In considering the extensive literature available on special education, it becomes clear that the challenges extend beyond mere instructional adjustments. Teachers also face emotional and psychological pressures as they strive to meet the expectations of parents, administration, and their own professional ideals (Cross & Szymanski, 2018). The role of a special education teacher can lead to feelings of inadequacy when they are unable to achieve desired outcomes, such as improved student comprehension and retention.

In my research, I will employ a structured approach to literature review to explore potential solutions and strategies for navigating these challenges. The first step will be to define the core issues impacting special education—including the barriers to learning that exist for students with multiple disabilities. Understanding these core issues will provide insight into more effective educational practices.

Determining the scope of the literature review is vital in ensuring comprehensive coverage of the topic. A layered analysis could involve both qualitative insights, gathered through interviews or anecdotal evidence from experienced educators, and quantitative data showcasing trends in special education (Smith, 2020). This multifaceted approach may reveal emerging strategies that have proven effective in diverse educational settings.

To gather relevant literature, I will utilize several academic databases, including Google Scholar, ERIC, and JSTOR, to ensure a wide-ranging selection of high-quality sources. Engaging with peer-reviewed articles, both recent and longstanding, will shed light on established practices as well as innovative approaches to teaching students with complex disabilities (Baker & Zigmond, 2021).

Conducting meticulous searches for literature will allow me to compile resources that are authoritative and relevant. It is crucial to track the evolution of research findings in special education to determine which strategies have yielded the best outcomes. My intent is to create a repository of knowledge that can serve both as a reference for my professional practice and as a guide for future educators facing similar challenges.

Finally, reevaluation of the literature selected will ensure that the information chosen is pertinent and applicable to the research questions posed. Critical analysis of each source will help in assessing its relevance, credibility, and potential impact on my professional practice (Sullivan, 2019). Only through this thorough process can one hope to develop practical solutions to the pressing issues found in special education.

In conclusion, addressing the complexities associated with teaching children with multiple disabilities is a daunting yet essential endeavor for special education teachers. By engaging in rigorous research and employing a structured approach to literature review, educators can develop informed strategies that promote equitable learning opportunities for all students. This commitment to adapting educational practices not only fosters individual success but also cultivates a more inclusive and supportive educational environment.

References

• Baker, J., & Zigmond, N. (2021). Strategies for Teaching Students with Disabilities. Journal of Special Education, 45(3), 151-162.
• Cross, T. L., & Szymanski, E. M. (2018). Teacher Stress in Special Education: Finding Balance and Satisfaction. Educational Research Review, 23, 66-79.
• Lappa, C., & Mantzikos, C. (2019). Teaching Social Skills In Small Groups of Children With Multiple Disabilities: Motor and Intellectual Disabilities. An Intervention Program. European Journal of Special Education Research.
• Smith, R. (2020). Innovations in Special Education: Bridging Theory and Practice. Education and Training in Autism and Developmental Disabilities, 55(1), 23-34.
• Sullivan, C. (2019). The Impact of Teacher Training on Special Education Inclusivity. Journal of Education and Learning, 8(2), 134-144.
• McLeskey, J., & Waldron, N. (2019). Inclusive Schools in Action: Making Differences Ordinary. The School Community Journal, 29(1), 49-66.
• Simons, H., & Biggs, J. (2020). Dual Diagnosis in Children: Navigating Education and Mental Health Services. Children & Schools, 42(4), 227-234.
• Kauffman, J. M., & Landrum, T. J. (2018). Characteristics of Emotional and Behavioral Disorders of Children and Youth. Pearson.
• Hunt, P., & Goetz, R. (2019). Ensuring Access and Engagement for All Students in Special Education: Practical Solutions. The Clearing House, 92(3), 99-104.
• Tomlinson, C. A., & Moon, T. R. (2017). Assessment and Student Success in a Differentiated Classroom. ASCD.