-      teaching students with various SEN included in classes which often reach 30 students; 

-       lack of knowledge and training on how to deal with different SEN students and guide them through a process  which may allow them to attain their best;

-      lack of time to prepare materials and define different strategies, which may be more suitable for this or that student’s SEN; imagine if, for example, you have 6, 7, 8 or more classes of 30-32 students to plan classes for and teach (90 min./ week or 90 min. + 45 min./week), and if in each of these classes you have 3-4 students with different SEN (different levels of cognitive impairment, Down Syndrome, different types of Asperger Syndrome, etc., just to name a few); how can it be feasible to teach in such a way that we can actually reach all learners?; sometimes, we can count on co-teaching (often done by another general teacher), but that does not happen that often (since there are neither enough human resources, nor financial resources to make it a reality); and even if it does, it is still quite unlikely for us to achieve our goals.   

There are few special education teachers in secondary education in Greece. In the school I teach this school term (Junior High School of Mataranga, Aitolia & Akarnania, Greece) there is no special education teacher. Nevertheless there are pupils who have special education needs. 

I teach music. The curriculum of music is an open one in Greece and I find this as an advantage. A big challenge for me is to teach something which is important to the pupils. I find very important to stimulate the interest of my pupils (especially of them who have special education needs). 

As I mentioned in previous Padlets, I work in a Unit of children with severe disabilities ... and how difficult it will be for the true inclusion of the child in regular classes.

I have several challenges in my work with SEN students. The first is too many SEN students in my class that does not allow each student to be sufficiently dedicated, since each of them needs individual work. Another problem is raising the motivation of a student to work.  Without  motivation they don't express their real abilities. The third problem is cooperation with parents. Progress of the student is possible only if the same educational techniques are used in the same way at home as well. Many parents do not cooperate with the teacher in the way they have to do. 

For some specific cases there is a special teacher with whom I work. SEN students work inside the classrooms with other students and the special teacher is considered a teacher of the classroom who is helping everybody. SEN students are well included. I and the special techer prepare together exams and test and simplified texts for SEN students. 

I work without any help with DSA students. I prepare dedicated tests and exams for them and I always use the interactive witheboard to show simplified maps of the contents and videos. I always use diffent approaches and methods according to the different learning style of the students.

 

last but not least, parents often do not want to understand their children's difficulties and are against the assignment of a support teacher.

4) to create good and safe atmosphere in our class,

5) to find some time for talking with them and their parents about their expectations,

6) to motivate them and show that they are needed.

There are a few challenges  I have to face daily: the difficulty to profile my students, which takes quite a long time, the difficulty di have all my teaching materials work effectively, as ICT often fail and long hours of prep work fail alongside and last but not least the contradiction between what the laws and regulations theoretically allow you with SEN students and the buro expectations you have to keep up to. Wearisome!

Another challenge special education teachers face is communication. They have to communicate not only with their students’ parents but with the students’ other teachers and therapists, as well. It is a special education teacher’s job to keep everyone on the same page and answer questions if something is unclear or a problem arises. 

Besides, the collaboration with general education teachers can be a bit of a challenge, too. A special education teacher is responsible for knowing the general education curriculum in order to support their students. 

In fact they usually are tired after working all day, or demotivated after previous negative school experiences.

respect the pace of learning, set the goals for their needs and tasks, assign the tasks to the student, in partnership with the teachers of the disciplines, so that everyone feels

- adjusting the materials and evaluation methods

- change the established educational paradigm;
- to have more time in which they can work cooperatively with their peers, technicians and health professionals;
- to value differentiated pedagogical practices, taking into account the special educational needs of the students;
- promote moments for parents and guardians to be encouraged to take a more active part in the teaching-learning process of their learners;
- motivate students to become involved in school, social and personal learning;
- challenge each student without SEN to see through the eyes of their colleagues with SEN (work empathy, tolerance and respect for the other).