Resource teacher?

Question

what do I have to do to work with mild to moderately disabled kids? What is that job like. I grew up in a specail ed class with other kids with learning disabilities. Has anything changed since the early 90's?

Answer 1

In my extensive experience, I would say that many things have changed in Special Ed since the '90s. Most school districts are more inclusion-oriented, and this has both positive and negative aspects. As the school psychologist in the last district I worked in said, "Many people think inclusion means fewer teachers. They're wrong." Unfortunately, that is what happens sometimes (often).

To become a Special Ed teacher, you will need to complete at least an undergrad degree in Special Education. Some schools will require a master's degree.

Personally, I loved teaching students with special needs. I started out teaching moderately, severely, and profoundly retarded physically-handicapped children (long time ago!) with a degree in Secondary English! I worked on my TMR certification, then finished a masters in Sp Ed. I have taught students ranging in age form 5 months old to adulthood, with disabilities running the entire gamut. I have loved my job for over 22 years. I am now subbing, usually in Sp Ed, and I like that, too. The paperwork can be daunting, and I found that I did pretty much nothing but teach, take care of the house, kids, and husband, and do school work during the school year. But what a difference you can make in the lives of entire families!

Once you find something you love, stick with it. You certainly won't be doing it for money or prestige, if you choose to become a teacher! But, golly, what a rush, knowing you're really helping someone out!

Answer 2

To become an RSP teacher in the USA requires a degree and a credential after at least 5 years of classes.  In California, you also have to take 4 tests (CSET, RICA, CTEL, CBEST).

RSP teachers still function in a pull-out program.  You may only see some students for one period per week or less.  That makes it next to impossible to provide the daily training, practice, direct instruction, and intensity that research shows is required for these kids to make significant gains.  Many general ed teachers still resent having to deal with any special education issues or people.  While inclusion and push-in programs have gained popularity, the required additional staffing needed to make them function is sorely lacking.  Since the 1980s and 1990s, the trend is toward more politics, more litigation, more staff cuts, and less teaching.