Special needs teacher holds kids to high standard
Sara Nix says she became a primary special education teacher because she wants to help students reach their full potential.
"I want to instill students with the confidence to know that they are independent, problem-solvers who are capable of being successful, lifelong learners," said Nix, who works with special needs children in kindergarten through second grade.
She said she finds it rewarding working with the young children in the program, especially discovering what learning technique works best for them.
"My students have so much personality; you never know what adventure you will go on each day," she said.
Nix is in her eighth year as a teacher, including the last four at Washington Elementary School in Mundelein. She's been teaching the Instructional Learning Program for the last two years.
Q. What attracted you to teaching young children with developmental challenges?
A. I was, and continue to be, inspired by a program taught at my high school. This program focuses on pairing special needs students of all ages with a high school student, which creates memories, bonds, and learning experiences that are mutually beneficial.
Teaching young learners with developmental exceptionalities is such a joy because you get to see those "light bulb moments" happen before your eyes. Each day is unique, challenging, and smile-filled.
Q. What's something about teaching children with developmental challenges that is not generally understood or would come as a surprise to people outside your field?
A. We learn the exact same concepts, rules, procedures, responsibilities, and content as all of the other students within my building. We may use different tools, go at a slower pace, or provide more visuals; however, my expectations of students do not waiver.
Holding students to a high standard is commonplace in my classroom. Many times, people that come into my classroom are surprised at the independence that students have and are completely capable of.
Q. How do you measure outcomes and success when evaluating the progress of the children you teach? Is it different from students without these challenges?
A. Teaching a self-contained, multi-age program comes with its own unique set of perks and challenges. The main goal of the program remains consistent: integrate students into the general education classrooms as much as possible. This means that students are ready to integrate behaviorally as well as academically.
Measuring student success and progress is individualized based on observations, work samples, interactions, anecdotal data collection, as well as assessing students' progress toward goals.
This is slightly different from students without these challenges because they are already being instructed within a general education setting and their main goal is achievement of behavioral, social, and academic standards.
Q. Regardless of challenges, kids are kids. How do you incorporate play time into your classroom sessions?
A. Play and socialization time is a critical piece to the puzzle of instructing young learners, regardless of their ability level. Many of my students have socialization goals and require "play" time to work on these specific skill areas.
I offer "play" time a couple different ways. After students have completed their work at a station, they may get "choice time." Choice time is where students can choose an activity - usually sensory in nature - to work on independently or with a peer.
If they want to work with a peer, they must ask that friend first to join. We work on asking and answering, taking turns, and conversation skills. If students have completed all of the expected work for the day, we also have Free Choice Time.