Mary Anderson

Fall 2014 EDUG 858

MS Ed Special Education Program
Final Growth
As I wrap up my time at Manhattan College as a 5-year student, I am
overwhelmed when reflecting upon my growth and development into a Special Education
teacher. Manhattan College has provided me with invaluable opportunities to learn and to
advance my skills as a teacher of students with special needs. Throughout the past five
years, I have been placed in multiple unique settings in which I was able to interact with
students of varying abilities and needs. It is these students who have pushed me to my
limits and have assisted in me in my practice and growth. In addition to the interactions
with students in their own classrooms, the interactions and courses I have taken in the
classrooms at Manhattan College have prepared me for the real world of being an
educator.
Having always known that teaching was my calling, I looked for a program that I
thought would best suit my aspirations and set me on the successful career path. That is
when I found Manhattan College. From the very beginning Manhattan and the Special
Education program has helped me achieve every goal I had set for myself. I have had the
invaluable opportunities to observe in classrooms that cater to different populations,
travel the world through study abroad, and student teach in two inspiring settings. It is
through these experiences that I have strengthened my convictions and philosophy of
education. They have helped me realize true goals of working with students with special
needs.
Early on, I spent time in two classrooms at P.S. 8. My first experience at P.S. 8
was with a 2nd grade inclusion classroom and my second experience was with a 5th grade
integrated co-teaching (ICT) classroom. Both experiences were great learning
experiences, as it was here that I was able to deliver my first lessons to a whole class. My
time in the 5th grade ICT classroom was one of my favorite memories from the program. I
was able to see a great relationship between two teachers who set a comfortable learning
environment for their students. Before entering this class, I was very skeptical about ICT
classrooms and how two teachers would work together, especially ones with different
teaching styles; however, these two particular teachers showed me a great example of
how an ICT classroom can be successful. Because of this experience in the 5th grade, I
am open to the possibilities of becoming a co-teacher in an ICT class.
Over the course of three years, I was a consistent volunteer at Blythedale
Childrens Hospital in their high school mathematics classes in which they educated and
serviced hospital in-patients and day treatment children. I was also lucky enough to be
able to complete observation hours here in each grade level from Kindergarten through
6th grade. My time at Blythedale exposed me to students of a very unique population.
Each student in this school had very different needs, both medical and educational. This
allowed me to learn to cater to my students non-educational needs. One of the most
memorable times at Blythedale was when my small math group went off topic and began
discussing chemotherapy treatments just as the principal walked past. Because we were
off topic, I felt nervous and went to my cooperating teacher about what had happened.
She told me that the principal did mention the incident to her. The principal told my

cooperating teacher to tell me not to feel uncomfortable about the situation and to realize
that in these unique settings the students need to feel the emotional support from their
peers who are going through similar challenges. This has truly affected me as a future
teacher as I have become more sensitive to the students non-educational needs that they
carry with them into the classroom. My time at Blythedale has helped me to become
more sensitive to my students health and medical needs. I had to learn how far I could
mentally push a student who is overwhelmed and burdened by other life issues. It
reminds me of the clich line about teachers who are not teaching subjects, but teaching
children.
My first student teaching placement in the Spring of my senior year was one of
the most memorable learning experiences. I was placed in the Scarsdale school district at
Fox Meadow Elementary in a fourth grade classroom. With Scarsdale being a very
affluent and influential school district, I was exposed to issues in education and exciting
curriculum and technology in the classroom. My placement in Scarsdale gave me the
opportunity to see a classroom and school with almost limitless means and resources,
such as an extensive library/database, Singapore Math, and even a 3-D printer. I was also
able to participate in the districts professional development day and sit in on a seminar
on the Reggio Emilio philosophy that is used within the district to foster students
creativity. After my placements in other, less wealthy schools, Fox Meadow was an
example of what education and classrooms could look.
Following my student teaching placement in Scarsdale, I later returned for
observation hours for a summer course on teaching English as a second language. I
observed the pullout ESL teacher. I believe that every future teacher should have an
experience with all ESL students due to todays globalization and the cultures that impact
each and every classroom. This experience also changed me as an aspiring teacher. Being
one who loves to travel and embrace different cultures, this experience in the ESL pullout
allowed me to learn about my students cultures, while teaching them the English
language. Experiences like this allow me to realize that part of the fun of teaching is
being able to learn from your students as well. I can easily say that this ESL experience
has inspired me and I have considered going on to become an ESL teacher. I am very
grateful for having this opportunity during my five years, as I have grown as a teacher
and a learner.
This past semester has given me the opportunity to grow into a Special Education
teacher by giving me the exposure to many students with very different learning needs
during my second student teaching placement at John Cardinal OConnor School. I have
had the opportunity to explore different techniques and programs that work for students
who learn differently. My greatest accomplishment this semester in regards to my
students was assessing two students in my fourth grade class for reading and using the
PAF (Preventing Academic Failure) program to help boost their reading abilities. Being
in a school that educates and services strictly Special Education students has helped me
focus on students with special needs and their special needs. I have been able to explore
and focus all of my attention towards direct instruction and other practices geared
towards students with learning disabilities; thus, giving me the chance to truly study
Special Education.
Looking back on my 5-years at Manhattan College is truly overwhelming. While
going through the motions of being a 5-year student, I did not realize how great of an

impact these experiences would have on my future classrooms and myself. I find that
each and every experience and class I have taken has helped to mold me into a versatile
teacher. I am so grateful for having gone through this 5-year program and the
opportunities it opened for my. Looking forward, I have the confidence to pursue a
successful career in the field of Special Education.