Would you use this as a first year special education teacher? Why or why not?

external image TI2.jpgWe do not think that we would use this system as first year special education teachers. This system requires a lot of training and time in order to implement it correctly. As first year special education teachers, we will already be challenged at balancing our time and energy. We will have up to thirty students on our caseload. In order to meet all students’ needs and provide the correct amount of services to our students, we will likely not have the time to correctly implement such a system. Students who require a vigorous schedule using this system need to have a trained instructor use this system with them for four hours per day. This would be unlikely to occur if our first year placements are in a resource or inclusion classroom. However, if a student works one-on-one with a paraprofessional or another individual for the entire day, than there is a chance that this system can be implemented for the particular student if he/she requires it. Dr. Hauerwas learned about this system and gained experience with this system while student teaching. This proves that it is possible for individuals to learn how to use this system. However, it would still be challenging for a special education teacher with a large caseload to thoroughly implement this system.

This system would also be challenging to use as a first year special education teacher because it is not used widely within school systems. Being a first year teacher, it would be difficult to find another staff member who could serve as a mentor during the use of this program. Although new educators have “tons of great new ideas,” if a system has never been implemented before, it may be challenging to convince those in change of financing such systems that the LiPS program would be beneficial.

A final reason that we would not likely use the LiPS system as a first year special education teacher is because of the cost of this system. As aforementioned, this system is not widely used within school districts. When money is an issue, it would be challenging to convince one’s supervisor that a system that is not well-known and supported within the school district is worth what it costs. When allocating funds, many individuals choose to opt for something that has shown success in the classroom.

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