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Postsecondary vocational education teachers, also
known as postsecondary career and technical education teachers, provide instruction for occupations that require
specialized training, but may not require a 4-year degree, such as welder, dental hygienist, x-ray technician, auto
mechanic, and cosmetologist. Classes often are taught in an industrial or laboratory setting where students are
provided hands-on experience. For example, welding instructors show students various welding techniques and essential
safety practices, watch them use tools and equipment, and have them repeat procedures until they meet the specific
standards required by the trade. Increasingly, career and technical education teachers are integrating academic and
vocational curriculums so that students obtain a variety of skills that can be applied to the “real world.” top
Self-enrichment teachers teach
courses that students take for pleasure or personal enrichment; these classes are not usually intended to lead to a
particular degree or vocation. Self-enrichment teachers may instruct children or adults in a wide variety of areas,
such as cooking, dancing, creative writing, photography, or personal finance. In contrast, adult literacy and
remedial education teachers provide adults and out-of-school youths with the education they need to read, write, and
speak English and to perform elementary mathematical calculations—basic skills that equip them to solve problems well
enough to become active participants in our society, to hold a job, and to further their education. The instruction
provided by these teachers can be divided into three principle categories: remedial or adult basic education (ABE),
which is geared toward adults whose skills are either at or below an eighth-grade level; adult secondary education
(ASE), which is geared towards students who wish to obtain their General Educational Development (GED) certificate or
other high school equivalency credential; and English literacy, which provides instruction for adults with limited
proficiency in English. Traditionally, the students in adult literacy and remedial (basic) education classes were
made up primarily of those who did not graduate high school or who passed through school without the knowledge needed
to meet their educational goals or to participate fully in today’s high-skill society. Increasingly, however,
students in these classes are immigrants or other people whose native language is not English. Educators who work
with adult English-language learners are usually called teachers of English as a second language (ESL) or teachers of
English to speakers of other languages (ESOL).
Self-enrichment teachers, due to the wide range of classes and
subjects they teach, may have styles and methods of instruction that differ greatly. The majority of self-enrichment
classes are relatively informal and nonintensive in terms of instructional demands. Some classes, such as pottery or
sewing, may be largely hands-on, requiring students to practice doing things themselves in order to learn. In that
case, teachers may demonstrate methods or techniques for their class and subsequently supervise students’ progress as
they attempt to carry out the same or similar tasks or actions. Other classes, such as those involving financial
planning or religion and spirituality, may be somewhat more academic in nature. Teachers of these classes are likely
to rely more heavily on lectures and group discussions as methods of instruction. Classes offered through religious
institutions, such as marriage preparation or classes in religion for children, may also be taught by self-enrichment
teachers.
Many of the classes that self-enrichment educators teach are shorter in duration than classes taken
for academic credit; some finish in 1 or 2 days to several weeks. These brief classes tend to be introductory in
nature and generally focus on only one topic—for example, a cooking class that teaches students how to make bread.
Some self-enrichment classes introduce children and youths to activities such as piano or drama, and may be designed
to last anywhere from 1 week to several months. These and other self-enrichment classes may be scheduled to occur
after school or during school vacations.
Remedial education teachers, more commonly called adult basic
education teachers, teach basic academic courses in mathematics, languages, history, reading, writing, science, and
other areas, using instructional methods geared toward adult learning. They teach these subjects to students 16 years
of age and older who demonstrate the need to increase their skills in one or more of the subject areas mentioned.
Classes are taught to appeal to a variety of learning styles and usually include large-group, small-group, and
one-on-one instruction. Because the students often are at different proficiency levels for different subjects, adult
basic education teachers must make individual assessments of each student’s abilities beforehand. In many programs,
the assessment is used to develop an individualized education plan for each student. Teachers are required to
evaluate students periodically to determine their progress and potential for advancement to the next level.
Teachers in remedial or adult basic education may have to assist students in acquiring effective study skills and the
self-confidence they need to reenter an academic environment. Teachers also may encounter students with a learning or
physical disability that requires additional expertise. Teachers should possess an understanding of how to help these
students achieve their goals, but they also may need to have the knowledge to detect challenges their students may
have and provide them with access to a broader system of additional services that are required to address their
challenges.
For students who wish to get a GED credential in order to get a job or qualify for postsecondary
education, adult secondary education or GED teachers provide help in acquiring the necessary knowledge and skills to
pass the test. The GED tests students in subject areas such as reading, writing, mathematics, science, and social
studies, while at the same time measuring students’ communication, information-processing, problem-solving, and
critical-thinking skills. The emphasis in class is on acquiring the knowledge needed to pass the GED test, as well as
preparing students for success in further educational endeavors.
ESOL teachers help adults to speak, listen,
read, and write in English, often in the context of real-life situations to promote learning. More advanced students
may concentrate on writing and conversational skills or focus on learning more academic or job-related communication
skills. ESOL teachers teach adults who possess a wide range of cultures and abilities and who speak a variety of
languages. Some of their students have a college degree and many advance quickly through the program owing to a
variety of factors, such as their age, previous language experience, educational background, and native language.
Others may need additional time due to these same factors. Because the teacher and students often do not share a
common language, creativity is an important part of fostering communication in the classroom and achieving learning
goals.
All adult literacy, remedial, and self-enrichment teachers must prepare lessons beforehand, do any
related paperwork, and stay current in their fields. Attendance for students is mostly voluntary and course work is
rarely graded. Many teachers also must learn the latest uses for computers in the classroom, as computers are
increasingly being used to supplement instruction in basic skills and in teaching ESOL. top
Special education teachers work with children and youths who have a variety of
disabilities. A small number of special education teachers work with students with mental retardation or autism,
primarily teaching them life skills and basic literacy. However, the majority of special education teachers work with
children with mild to moderate disabilities, using the general education curriculum, or modifying it, to meet the
child’s individual needs. Most special education teachers instruct students at the elementary, middle, and secondary
school level, although some teachers work with infants and toddlers.
The various types of disabilities that
qualify individuals for special education programs include specific learning disabilities, speech or language
impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic
impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health
impairments. Students are classified under one of the categories, and special education teachers are prepared to work
with specific groups. Early identification of a child with special needs is an important part of a special education
teacher's job. Early intervention is essential in educating children with disabilities.
Special education
teachers use various techniques to promote learning. Depending on the disability, teaching methods can include
individualized instruction, problem-solving assignments, and small-group work. When students need special
accommodations in order to take a test, special education teachers see that appropriate ones are provided, such as
having the questions read orally or lengthening the time allowed to take the test.
Special education teachers
help to develop an Individualized Education Program (IEP) for each special education student. The IEP sets
personalized goals for each student and is tailored to the student’s individual learning style and ability. The
program includes a transition plan outlining specific steps to prepare special education students for middle school
or high school or, in the case of older students, a job or postsecondary study. Teachers review the IEP with the
student’s parents, school administrators, and, often, the student’s general education teacher. Teachers work closely
with parents to inform them of their child’s progress and suggest techniques to promote learning at home.
Special education teachers design and teach appropriate curricula, assign work geared toward each student’s ability,
and grade papers and homework assignments. They are involved in the students’ behavioral and academic development,
helping the students develop emotionally, feel comfortable in social situations, and be aware of socially acceptable
behavior. Preparing special education students for daily life after graduation also is an important aspect of the
job. Teachers provide students with career counseling or help them learn routine skills, such as balancing a
checkbook.
As schools become more inclusive, special education teachers and general education teachers are
increasingly working together in general education classrooms. Special education teachers help general educators
adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate
the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the
requirements of inclusive special education programs. A large part of a special education teacher’s job involves
interacting with others. Special education teachers communicate frequently with parents, social workers, school
psychologists, occupational and physical therapists, school administrators, and other teachers.
Special
education teachers work in a variety of settings. Some have their own classrooms and teach only special education
students; others work as special education resource teachers and offer individualized help to students in general
education classrooms; still others teach together with general education teachers in classes composed of both general
and special education students. Some teachers work with special education students for several hours a day in a
resource room, separate from their general education classroom. Considerably fewer special education teachers work in
residential facilities or tutor students in homebound or hospital environments.
Special education teachers
who work with infants usually travel to the child’s home to work with the child and his or her parents. Many of these
infants have medical problems that slow or preclude normal development. Special education teachers show parents
techniques and activities designed to stimulate the infant and encourage the growth of the child’s skills. Toddlers
usually receive their services at a preschool where special education teachers help them develop social, self-help,
motor, language, and cognitive skills, often through the use of play.
Technology is playing an increasingly
important role in special education. Teachers use specialized equipment such as computers with synthesized speech,
interactive educational software programs, and audiotapes to assist children.
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Document Keywords : Education ,Teachers
,Training
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