2- How would I go about using the correct interventions for my students and still meet specified time constraints mandated by law?

- I am anticipating that some students may not respond to the interventions they receive along the RTI pyramid, so I think it is important for me to know how I can stay within the time constraints for testing and developing consideration for services. I have seen a lot of red tape slow the process for some students. This has ranged from reluctance for teachers or administrators to refer students, conduct RTI services, and even parents to come to terms with their child(red) possibly having a learning disability. 

3-  How to become more competent in they field of special education and any subject areas I will have to teach, specifically math?

- This is a major concern of mine because I have never really been very good at math when I was in school, so I can sympathize with students. As a substitute and tutor, I am pretty proficient, but I need to learn better strategies for effectively communicating what students need to learn and creating fun and effective methods for learning and teaching material to meet their individual needs. 

4- How do I seem fair to all of my students and meet all of their individual needs without making it appear like i’m showing favoritism?

From personal experience, I know and understand that some students need more help/ attention than others. Should that come at the expense of other students who also receive special education services. I know children whose behavior issues call for teacher aids to miss inclusion time with other students, so that they may address issues with the maladjusted student. In my opinion it's a violation of the law because students who are missing out are not receiving the agreed upon intervention as set up in the IEP. They don't complain, but I do notice that kids ask why they can't come with students when myself or another aid pulls them into the resource room for services. So, what do I do? If I am asked to deprive a student of services for the sake of another, how to I ethically decline?

5- How do I diversify my methods for assessment without being biased? How can I challenge my students while assessing them and meet their individuals needs without making it too easy?

This is a huge ethical issue for me. Many times special education services are equated to things being easier for students. That should not be the case as the purpose for special education services is to make things attainable or appropriate to meet the needs of students receiving services. Again, I have seen teachers skirt their responsibilities for delivering the appropriate services and assessments for students. So, I want to learn about other effective methods for assessment? How else can I measure progress in my students without making it too easy?