Most teachers feel much more at ease if we can take the regular program and deal with that so that these kids can still be a part of the class. They find it easier to cope that way.
I always mob sure the teacher has input. The teacher looks through the objectives with me and then I take away what we have agreed on. I always type it up,then give it to them and ask them to look it over. If I’m modifying the program, I do the modification that we’ve talked about and I always get them to OK it before I go ahead. They’re the ones who tell me whether I’m doing alright.
WHAT IS NEEDED TO DO THE JOB?
Professional Background
Most of the people interviewed for this study had been regular class teachers with more than ten years of experience each before becoming M&R teachers. These teachers were mainly recruited into the M&R position while on staff at the school in which they now work. They were selected for their suitability for the job. Only a few had pre-service training in special education, although a number of the others took special education courses after becoming M&R teachers.
A handful of the teachers interviewed had been special class teachers, specifically of students labelled “trainable mentally handicapped”. They evolved into the M&R role as the integration of these students proceeded in the school system.
Most of the teachers felt that regular class teachers experience was essential, and that M&R teachers should be able to identify with the experience of the regular teacher:
I think experience as a regular class teacher is necessary. It would be a mistake to bring somebody totally new into the job. The good thing about having somebody who was a classroom teacher, especially from the same school or district, is that teachers see you as another teacher. I think that’s good. You’re more aware of what some of the problems are.
