There’s nothing as heartbreaking as watching one of your most dedicated students try and fail to grasp a school subject. A student struggling with reading, writing, or math can be overwhelmed by feelings of frustration and embarrassment. They may feel helpless or avoid participating in class. They may even act out to draw attention away from their shortcomings. But what if their behavior is a response to an undiagnosed problem, one affecting one-third of students with disabilities?
A specific learning disability is a disorder of one or more psychological processes involved in language acquisition, manifesting as an “imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”
No wonder students with learning disabilities can have a hard time in class; their own psychological processes are working against them. Educators must be on the lookout for signs of the three types of specific learning disabilities: dyslexia, dysgraphia, and dyscalculia, which we explore in detail below.
Dyslexia impairs a person’s ability to decode, or associate letters and words with their corresponding speech sounds. Consequently, reading becomes slow and laborious, even for students who’ve mastered basic reading skills.
Dyslexia can also impair writing and spelling skills, and some students with dyslexia will mix up similar-looking letters like “b” and “d.” School-aged children with this learning disability may also struggle with:
As a student, Daniel Britton was unable to read test questions and was forced to retake math and English courses multiple times, but he wasn’t lazy or a slow learner, as his teachers had suggested. He merely had a reading disorder.
Daniel went on to pursue a career as a graphic designer—a career he excelled at despite his condition—and gain international notoriety for designing a typeface that simulates reading with dyslexia. By removing about 40% of each letter, the typeface forces readers to slow down and experience the frustration and embarrassment a dyslexic person goes through with everyday reading.
Daniel believes that better learning conditions can be achieved if only there was greater empathy for people with dyslexia. “I would’ve liked to have had more options when I was younger,” he told CNN. “If it (my disability) was picked up earlier or treated correctly, who knows what I could’ve done.”
Both dyslexia and dysgraphia are characterized by writing difficulties, but dysgraphia interferes with all aspects of writing, including spelling, grammar, and punctuation. Students with dysgraphia tend to write in an awkward position, gripping their pencil in a clenched fist.
For them, writing is a slow, frustrating, and sometimes painful experience. Their handwriting can be illegible—even to them—with inversed, reversed, incorrectly formed, or inconsistently spaced letters. Unable to organize and express their thoughts on paper, students with dysgraphia tend to run out of space on the page as their hand cramps and their words become scrawls.
Writing requires a broad range of skills, including phonemic awareness, fine motor coordination, and visual and auditory processing. These skills are acquired over a period of years, beginning in preschool with copying shapes and becoming automatic by the third grade.
School-aged children with dysgraphia who are unable to develop foundational writing skills due to the demands of letter formation will likely fall behind as writing assignments become increasingly complex. Deficient handwriting is associated with low self-esteem and poor social functioning, which can follow a student into adulthood.
Referred to as “number dyslexia,” dyscalculia impairs a person’s ability to learn number-related concepts or perform calculations with symbols and functions. Without a clear understanding of numbers, students with dyscalculia must sometimes rely on finger-counting to perform even simple calculations. They may also struggle with:
Considering that most children receive their first smartphone (with a built-in calculator) around the age of 10, basic math skills may not seem as necessary as reading and writing skills. But dyscalculia impairs all areas where mathematical concepts are needed. Telling time, counting money, and remembering directions can puzzle and frustrate students with dyscalculia. Basic math skills are also needed when it comes to mastering complex mathematical concepts in higher grades, and like dysgraphia, dyscalculia can leave students disadvantaged in college and in their careers.
Specific learning disabilities are associated with several comorbidities. Not only are students with a learning disability likely to exhibit symptoms associated with another, but they also have increased rates of behavioral and emotional problems.
A recent study following 3,014 German schoolchildren found that students with a specific learning disorder had high rates of the following:
The prevalence of comorbid psychiatric disorders makes it all the more important to diagnose learning disabilities as early as possible.
Although specific learning disabilities cannot be cured, they can be treated with special education services. With the proper support and accommodations, students can focus on their strengths, adapt to their disability, and succeed in and out of school. They do, however, need a professional who can intervene at the first sign of a learning disability.
Are you interested in enriching the lives of students as a special educator? The University of Texas Permian Basin offers two online programs for teachers interested in working with students with learning disabilities:
Master of Arts in Special Education: Gain the knowledge and skills needed to integrate universally designed instruction into the classroom and foster an inclusive learning environment for students with special needs.
Master of Arts in Special Education, Educational Diagnostician Track: Gain in-depth training on assessing and diagnosing learning and developmental disabilities in students.
Accredited by the prestigious Council for the Accreditation of Education Preparation (CAEP), our online programs will help you become a more well-rounded educator, capable of reaching a broader range of students as a classroom teacher or special education professional. Apply now to one of our online MA in special education programs for the chance to help all your students, disabled or non-disabled, achieve their highest potential.
Sources:
https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder
https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082241/#r12
https://www.additudemag.com/what-is-dysgraphia-understanding-common-symptoms/
https://www.additudemag.com/what-is-dyscalculia-overview-and-symptom-breakdown/
September is National Literacy Month! To celebrate, we asked UT Permian Basin’s College of Education faculty to share their favorite books. You may find a few of your own favorites here, or discover something new and inspiring. Ready? Let’s dive in! Shelly Landreth, EdD (Literacy) “Devotions: The Selected Poems of Mary Oliver” This is a…
For over half a century, our nation has committed to closing achievement gaps by providing all students with equal access to high-quality education. The Every Student Succeeds Act (ESSA) was signed into law in 2015, reauthorizing the 50-year-old Elementary and Secondary Education Act (ESEA). The ESSA includes provisions to uphold “critical protections for America’s disadvantaged…
It’s no secret that universities are competitive, and their programs are equally so. Whether you’re a student searching for the most prestigious graduate literacy program or an educator aspiring to join the ranks at a globally recognized university, there’s one credential you’re looking for: ILA recognition. According to the International Literacy Association’s website, ILA National…
From the outside looking in, the role of a superintendent might seem hazy. They’re often seen as district managers or figureheads. Step inside the world of education leadership, however, and you’ll find they’re so much more.
Alongside teachers and fellow administrators, school superintendents are responsible for creating a safe, inclusive learning environment for students. Still, their role is often misunderstood.
While they manage the daily operations of a school district, superintendents are also visionary leaders striving to improve student achievement. They are advocates, collaborators, and trusted experts—shifting into whatever role their district and students need most.
Superintendents are often defined by their ability to manage finances, personnel, and resources, but their role has become far more nuanced in recent years. Now, school boards and communities are seeing superintendents as community leaders and entrusting them to promote their district’s vision and values.
Many school boards and communities now expect superintendents to:
Superintendents have, in essence, become the living embodiment of their school districts. Consequently, the role has become increasingly relationship-oriented, with superintendents needing to possess strong communication and interpersonal skills to rally entire communities behind a goal.
“Being a superintendent is about building relationships,” said Connecticut’s Superintendent of Schools at Region 12 Patricia Cosentino. “[Y]ou have to make connections with community members, outside organizations. You have to get your parents to buy in, your staff to buy in …” Inspiring others means wearing as many hats as needed to promote a shared vision, and it makes superintendency all the more difficult to define.
Below, we explore some of the many responsibilities that superintendents manage every day as they guide their communities.
Superintendents are elected by school boards: groups of elected or appointed trustees. Together, they share responsibility for a school district. At board meetings, a superintendent will keep the board informed of current events and recommend initiatives.
Although a superintendent’s recommendations carry substantial weight, it’s ultimately up to the board whether a mandate is approved. Once approved, it falls to the superintendent to see a mandate carried out, so long as they adhere to the framework of policies adopted by the board.
Award-winning superintendents agree: leadership, vision, and strategy matter, but communication is the thread that ties them together.
Community members, including parents, politicians, and business owners, are highly invested in the success of their district and bring a range of perspectives to the table. Many have or will have their own children in the schools. People care because they appreciate that quality education is one of the foundations of a strong community.
Add the transparency and media scrutiny that’s a given in any publicly funded endeavor and it’s easy to see why a superintendent needs to be a multitalented leader. They should be capable of identifying key avenues for collaborating with every encounter, building and promoting a community-wide shared vision with every handshake.
A superintendent is considered the primary instructional leader for a school district, but their work is tied to and dependent upon the work of principals, teachers, and support staff. Responsible for hiring and firing teachers and administrators, superintendents must surround themselves with capable professionals while communicating expectations, investing in professional development, and providing the resources they need to perform their roles effectively. Sharing leadership and fostering a culture of respect is essential if superintendents are to provide students with the best possible education.
Although superintendents are prized for their leadership skills, they must lean on their managerial abilities when allocating time, money, personnel, and resources. Coordinating short- and long-term goals means taking a system-wide approach, one that accounts for education policies and student achievement.
One of the more challenging aspects of being a superintendent is having to make hard decisions, such as cutting staff, when faced with conflicting goals. Providing sound guidance in district budgeting and operations while helping a school district realize its vision is no easy feat, but effective superintendents find a way to make it happen.
Administrators who step into the role of superintendent are rewarded with a career unlike any other, where no two days are alike. They could be touching base with board members and visiting classrooms one day and making an appearance at a school sporting event the next.
Unlike a typical 9-5 job, superintendency requires professionals to be much more frequently accessible, and at a moment’s notice. Still, for many administrators, the chance to create systemic change and increase their earning potential as a superintendent is too good to pass up.
Assistant principals and principals interested in becoming district leaders can enroll in The University of Texas Permian Basin’s online Superintendent Certification program. Throughout our online courses, students develop essential leadership and managerial skills while working toward meeting Texas’ certification requirements.
As one of the only four-course programs in the state that maintains a practicum experience throughout, our program also pairs students with a mentor who’ll ensure they’re ready to take on the role of district leader. At UT Permian Basin, we offer the convenience of online learning and the practicality of hands-on experience in a single program designed exclusively for aspiring superintendents.
Ready to pursue the role of a lifetime? Apply to our online Superintendent Certification program to become an advocate for every student, teacher, and administrator in your school district.
Sources:
https://www.thoughtco.com/role-of-an-effective-school-superintendent-3194566
http://resources.aasa.org/ConferenceDaily/handouts2011/3000-1.pdf
Other articles you may be interested in:
Can speaking multiple languages boost your salary? Make travel easier? Even help prevent dementia? The answer is yes. But multilingual societies also face real challenges, from schools struggling with resources to entire languages disappearing. Whether you’re considering learning a second language or wondering how multilingual communities work, this guide covers what you need to know….
Bilingualism can come in handy for travel, work, and personal conversations. But did you know bilingual brains function better and longer? Bilingual people: Impressed yet? Let’s explore the cognitive advantages of a bilingual brain. How Does Being Bilingual Benefit Your Brain? Delayed Cognitive Decline People can stay sharp as they age by reading, playing word…
September is National Literacy Month! To celebrate, we asked UT Permian Basin’s College of Education faculty to share their favorite books. You may find a few of your own favorites here, or discover something new and inspiring. Ready? Let’s dive in! Shelly Landreth, EdD (Literacy) “Devotions: The Selected Poems of Mary Oliver” This is a…
Teachers and administrators often refer to their profession as a calling. A passion for teaching and a desire to make a difference in the lives of students is often what draws people to education, but that alone isn’t always enough to succeed in this field. Individuals working in education must envision a clear professional path; otherwise, they risk career stagnation.
As an education professional, you can fend off career stagnation by adopting a mindset of continual learning and seeking out new opportunities to grow. By clarifying your career options, we hope that you’ll continue to pursue your passion, share your knowledge with students, and never forget what drew you to education in the first place.
Career advancement can happen inside the classroom. For example, the Teacher Incentive Allotment (TIA) program was established in 2019 to make six-figure salaries a reality for Texas teachers. High-performing teachers can earn one of three designations: Recognized, Exemplary, and Master. Earning a designation generates annual teacher-focused allotment funding for a teacher’s school district. Depending on their campus of employment, a Master teacher can generate anywhere from $12,000 to $32,000 for their school district, with at least 90% of funding going toward teachers’ salaries.
Teachers with an active National Board certificate and active Texas teaching certificate can automatically earn a Recognized designation, but eligible teachers looking to earn their Master designation can do so by meeting performance standards and by applying to the Texas Education Agency (TEA). Teachers set on remaining in their current positions should consider pursuing a designation to realize their potential and earn a higher salary in the process.
Administrating is no less noble a pursuit than teaching. As they advocate for and support teachers and students, assistant principals and principals wear many hats throughout the school day. Principals are vital for overseeing operations, developing curricula, and improving student success. Even teachers who had never before considered these roles often find themselves excelling and thriving in them.
To become a Texas principal, you must meet TEA’s certification requirements:
Chances are you already hold a valid classroom teaching certificate and have two years of creditable teaching experience under your belt, which just leaves earning a master’s degree, completing a preparation program, and passing the exam. Easier said than done, right? But what if you could meet these remaining certification requirements through a single master’s degree program? At The University of Texas Permian Basin, you can. And you can do so from the comfort of your own home.
UT Permian Basin offers an online Master of Arts in Educational Leadership program aligned with the Texas SBEC Principal as Instructional Leader certification competencies. An approved principal educator preparation program, our master’s degree program will help you qualify for principal positions in Texas. Certification is, however, only a fraction of what’s needed to succeed as a school principal.
Under the guidance of our experienced and esteemed faculty, you’ll develop the diverse skill set needed to supervise school programs, build a team of passionate instructors, and foster a collegial school culture, all to ensure the delivery of high-quality education. Self-reflection is among the most important skills a principal can possess, which is why our program teaches the value of reflecting on performance, acting on feedback, and striving for improvement. In as little as one year, you can graduate with the experience and qualifications needed to step into an administrative role.
Any education professional can experience career stagnation—even assistant principals and principals. Like their students, they must become lifelong learners if they’re to realize their full potential. Administrators interested in making a significant impact in their life and the lives of students can pursue a career as a school superintendent. Responsible for overseeing entire school districts, superintendents must collaborate with principals, teachers, coaches, support staff, and members of their community to effectively advocate for their students.
Superintendents are remarkable people capable of thriving under extraordinary pressure. Developing the leadership, communication, and problem-solving skills needed for this role may seem daunting, but rest assured, they can be learned and mastered.
Designed for assistant principals and principals, our online Superintendent Certification program can help you not only meet TEA’s certification requirements but also gain the skills and experience needed to make the role your own. In our online courses, you’ll explore financing, safety, cultural diversity, and other essential public education topics. Our online program is also one of the only four-course programs in Texas with a practicum component throughout, giving you the chance to reflect on your learning as you work to transition into a district-level administration role. Earn your superintendent certification in as little as two semesters and open the door to new possibilities.
UT Permian Basin’s Master of Arts in Educational Leadership and Superintendent Certification programs are designed for education professionals interested in making the most of their career opportunities and reaching their full potential. UT Permian Basin’s College of Education also offers online education programs for teachers interested in earning their master’s degree and earning a dual certification. Learning is itself a noble pursuit: one that can empower you to find a rewarding career.
Take the next step on your career path. Apply to one of our online programs to change the trajectory of your life and career.
Nothing compares to seeing a student’s eyes light up as they lose themselves in a good book and share in the journey of a hero or heroine. An adventurous hobbit, a boy who lived, or a girl who fell down a rabbit hole could be compelling them to read on, and as they turn the page to see what happens next, they’re developing literacy skills that’ll serve them throughout life.
A student with such an affinity for reading would be considered an engaged reader: someone “motivated to read, strategic in their approaches to comprehending what they read, knowledgeable in their construction of meaning from text, and socially interactive while reading.” If you’re reading this, chances are you’re interested in helping your students become engaged readers who pursue reading not because they have to but because they want to.
Below are several tips to help you share your love of reading in the classroom. Although these tips are geared more for elementary-aged students, some will undoubtedly benefit readers of all ages and reading levels.
When story time rolls around, teachers often pick up a book and begin reading aloud, and that’s perfectly fine. Any amount of reading can spark a child’s imagination, and reading aloud is especially helpful in the early stages of literacy development. However, reading aloud doesn’t present many opportunities to demonstrate reading strategies, and elementary-aged students need an intermediate step between being read to and reading independently.
Mimicking how parents and children share bedtime stories, shared reading involves having the entire class read along to enlarged text on a projector or big book. Here’s what it might look like in your classroom: After establishing where the class left off and explaining the purpose and goals of this particular reading, you’ll lead the reading and use prompts to encourage discussion (e.g., What’s going to happen next? What sound do these letters make? Is this word a noun, verb, or adjective?). Through shared reading, your students will improve their vocabulary, comprehension, and phonemic awareness and begin to understand how meaningful stories can be.
Reading in elementary school is one of the most important predictors of life success, especially when students read fiction. Around the age of four, children develop what is known as theory of mind: the ability to make mental models of others and consider different points of view. Works of fiction may not be real, but children can still develop a strong emotional connection with their favorite literary characters by empathizing with their hopes, dreams, trials, and tribulations. When stories come to life in a child’s mind, they’re engaging with theory of mind and developing social skills they can bring into the real world.
By now, you’ve probably identified some of your students’ reading strengths and areas for growth. Some students may be better readers, while others may struggle with listening. How can you make sure your entire class is on the same page? One way is with differentiated instruction: the process of adapting lessons to students’ individual strengths, needs, and interests. Giving each of your students the opportunity to discover the joys of reading means providing them with as many avenues to reading as possible.
Part of the thrill of reading is feeling challenged, motivated by the understanding that you’re farther along today than you were the day before. If you have a classroom bookshelf, do your best to stock it with books of varying difficulty levels so that your students are always engaging with stories that excite and interest them. Schedule some independent reading time to give your students the freedom to choose what they want to read.
The adage “a picture is worth a thousand words” is as true as ever. Picture books and chapter books are great for engaging young readers, especially those who may be struggling with text-based books, and graphic novels can be a go-to for older students. Illustrations add another layer to stories while being less intimidating than a long-winded passage, providing additional means for students to interpret a text. A picture can also transcend language and sociocultural barriers that might prevent a student from enjoying a book.
Research has shown that words activate the same regions of the brain regardless of the medium, suggesting that listening to stories is as memorable and impactful as reading them. Playing audiobooks in the classroom helps all students, including those with reading disabilities like dyslexia, develop their literacy skills. This may not seem all that different from reading aloud to your class. However, as enthralling as your performance may be, audiobooks are often narrated by actors and multiple readers who can better capture imaginations with their distinct voices, flawless delivery, and effortless pronunciation.
Hopefully, we’ve given you a few ideas for sharing your love of reading with your classroom. As helpful as these tips may be, however, there’s always more that can be done to help students, especially at-risk students, develop their literacy skills. If you’re interested in going above and beyond to make reading an integral part of your students’ lives, The University of Texas Permian Basin offers a CAEP-accredited online Master of Arts in Literacy that’s right for you.
Aligned with the Texas Education Agency (TEA)’s reading specialist certification, our MA in literacy program can help you advance your career and more effectively serve a broader range of students. Under the guidance of faculty with years of experience in Texas public education, you’ll learn to assess students’ reading strengths, create intervention plans, and assist administrators in improving literacy instruction.
Reluctant to leave the classroom? Don’t be. Our online program will enable you to continue teaching while you pursue your degree and certification. Upon graduating, you’ll be awarded a master’s degree and meet the requirements for reading specialist certification in Texas. Apply to UT Permian Basin’s online MA in literacy program to gain the skills and credentials needed to share your love of reading in any classroom, with any student.
Sources:
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracshared.aspx
https://www.huffpost.com/archive/ca/entry/reading-and-life-success_b_16404148
https://files.eric.ed.gov/fulltext/EJ1134199.pdf
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/teachingpracshared.aspx
https://www.library.pima.gov/blogs/post/picture-this-picture-books-for-older-kids/
14% of all public-school students received special education services in 2019. And yet, the misguided notion that special education students represent a statistically insignificant population persists. This is one of many misconceptions about special education that, while not always harmful, can leave the public misinformed about this pivotal branch of education—and at worst, can result in exceptional learners being left behind as a result of the well-meaning but mistaken intentions of parents and educators.
The three myths we’ll be discussing are by no means the only ones hindering educators in their mission to give students equal access to education, but they are some of the most pervasive. By dispelling these myths, we hope to help educators foster inclusive learning environments where students with disabilities are not only accommodated but welcomed.
Speaking with Education Week, Darya Iranmanesh recounted her struggles at the age of 9 to receive specialized instruction in her weekly dance class. “I had asked [the teacher] several times to place me in the front, but I remained in the back,” said Iranmanesh. “Learning the dance was nearly impossible with the view I had …” At a young age, Iranmanesh was diagnosed with Leber congenital amaurosis, a rare eye disorder that rendered her legally blind. Her inability to learn the dance was not due to laziness, as her teacher implied, but rather her teacher’s refusal to accommodate her disability.
The majority of students with disabilities experience cognitive difficulties, but every exceptional learner is unique, and many experience vision, hearing, ambulatory, self-care, or independent living difficulty. Regardless of their disability, these students are deserving of and entitled to a “public education that emphasizes special education and related services designed to meet their unique needs,” as declared by the Individuals with Disabilities Education Act (IDEA).
The majority of students served under IDEA (65%) in 2019 spent most of their school day in general classes in regular schools. To put that into perspective, of the 7.3 million students who received special education services, about 4.75 million were able to remain in their classroom and engage with grade-level curriculum alongside their nondisabled peers. This may seem like a sink-or-swim situation, but 80-85% of students with disabilities can meet the same achievement standards as other students as long as they are given specially designed instruction, appropriate access, supports, and accommodations required by IDEA.
Students with disabilities placed in self-contained classrooms can receive high-quality special education services (i.e., services specially designed to meet their unique needs), but this is contingent upon their teachers’ ability to provide individualized, small-group instruction. To create a truly inclusive classroom, aspiring special education teachers should pursue a master’s degree from an accredited college program.
There’s no telltale sign that a student has a learning disability, and signs that do indicate the presence of a learning disability, such as difficulty reading, writing, staying organized, or telling time, can be subtle. For example, a student with dyslexia may have trouble expressing their thoughts, learning new words, or organizing written and spoken language, but it’s unlikely they’ll exhibit every sign associated with dyslexia. And while students with learning disabilities may share many of the same signs, struggles, and frustrations, every learning disability is unique.
Diagnosing learning disabilities is an involved process greatly assisted by parents, who can offer insight into their family history and child’s behavior, and teachers, who can report how their student is responding to instruction. Ultimately, the decision to diagnose a student is left to school psychologists, speech-language pathologists, and educational diagnosticians. These professionals use a process called “response to intervention,” which involves monitoring a student’s progress and moving them through tiers of increasing support. Individual and full evaluations can also be used to diagnose a child with a learning disability and determine their eligibility for special education services.
The special education field has grown both in scope and accuracy in the decades since the passage of IDEA in 1975. Yet the misconceptions surrounding special education continue to hinder the efforts of teachers and students, especially the assumption that all students with disabilities are less capable or less qualified than their nondisabled peers. Although they may be limited by physical, mental, or emotional conditions, most of these students can achieve the same level of success as other students if given equal access to education.
With a master’s degree in special education, you’ll be better able to support students with disabilities. The University of Texas Permian Basin offers three special education programs that can help you in this endeavor:
Our online programs will enable you to earn a master’s degree without having to leave your current position. As a graduate student, you’ll learn how to overcome special education challenges by removing barriers to education, assessing students’ needs, and fostering an inclusive learning environment. The knowledge and skills you’ll gain in our online classrooms will help you become a more effective, well-rounded educator. Alternatively, you can use your master’s degree to pursue a career as a special educator. A master’s degree in special education from UT Permian Basin can open the door to new opportunities for both you and your students.
Apply to one of UT Permian Basin’s online special education programs to dispel the myths of special education and support your students to the best of your abilities.
Sources:
https://www.census.gov/content/dam/Census/library/publications/2021/acs/acsbr-006.pdf
https://www.pbs.org/newshour/health/five-misconceptions-about-learning-disabilities
https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs
https://www.nichd.nih.gov/health/topics/learning/conditioninfo/diagnosed
https://nces.ed.gov/programs/coe/indicator/cgg
Autism rates have risen significantly in recent years. In 2006, approximately one in 110 children were diagnosed with autism. By 2021, that number had increased to one in 44. With this rise in diagnoses, many people wonder: What exactly is autism, and is it considered a developmental disability?
In this article, we’ll explore the history of autism, how it’s classified, and what sets it apart from other developmental disorders.
The term autism was coined by Swiss psychiatrist Eugen Bleuler in 1911 to describe severe cases of schizophrenia. According to Bleuler, autistic thinking was driven by a rejection of reality, substituting the outside world with a hallucinatory fantasy.
As researchers explored new methods for studying the development of children, the idea that autistic thinking is characterized by unconscious symbolic life was eventually disproved. In fact, difficulty with symbolic play is one of the early signs of autism spectrum disorder (ASD).
Today, ASD is considered a distinct developmental disorder characterized by repetitive behavior and social and communication impairments. While ASD shares many symptoms with other disabilities, children on the autism spectrum have unique needs that warrant careful attention from parents, teachers, and specialists.
Let’s take an in-depth look at how ASD differs from other developmental disabilities.
ASD is not a singular condition but rather a group of disabilities. Autistic disorder is perhaps the most well-defined ASD, but it’s joined by:
Diagnosed separately in years past, these conditions are now part of a “spectrum” disorder, meaning that, while similar, they cause a range of symptoms. Even among ASDs, it’s important to differentiate conditions.
Toddlers with ASD have trouble engaging in eye contact, imaginative play, or joint attention behaviors, such as following a teacher’s pointed finger to a picture on a page. It’s often not until later in life that they begin exhibiting other signs of ASD, such as resisting change or performing repetitive behaviors.
Children and adults with ASD may also have difficulty:
Many of the symptoms of ASD overlap with those of other developmental disabilities, especially attention deficit hyperactivity disorder (ADHD). A child who has trouble completing their schoolwork, communicating with other students, and paying attention in class may be struggling with ASD, ADHD, or both. As many as 50% of individuals with ASD, preschoolers in particular, exhibit symptoms of ADHD.
Both ASD and ADHD are characterized by difficulties with sleeping, attention, communication, and impulse control. Both are more common among boys than girls, and both can cause significant problems for children at school and in daily life.
Despite significant overlap, it wasn’t until the 2013 update of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) that a dual diagnosis of ADHD and ASD could be made. These updated diagnostic criteria allow for more accurate diagnoses and pave the way for future studies into how these two disabilities are connected. Still, differentiating ASD from ADHD or other developmental disabilities is no easier for diagnosticians and other special education professionals.
Children with ASD often have no distinguishing physical features that set them apart from other children. The difference lies in how they interact with the world around them. Being a “spectrum” disorder, ASD affects people to varying degrees, and their abilities can range from gifted to severely impaired. For example, some children with ASD can express themselves through conversation, whereas others are nonverbal.
No medical test can conclude whether or not a child has ASD. During a periodic checkup, a doctor or nurse will observe a child or ask their parent questions to ensure developmental milestones are being met—e.g., pointing to things, understanding the word “no,” and mimicking others. A missed milestone could be a sign of ASD or another developmental disability.
Children undergo a number of developmental and behavioral screenings throughout their young lives. However, the American Academy of Pediatrics (AAP) recommends screening children for ASD at the ages of 18 and 24 months. Taking a more in-depth look at child development, this screening consists of having parents complete a questionnaire about their child’s emotions and behavior.
Although they don’t provide a diagnosis, a developmental screening test can indicate if a child is at risk for ASD and if a formal developmental evaluation is warranted. During an evaluation, a trained professional will observe a child’s behavior, ask their parents a series of questions, and otherwise test to determine if special education or intervention services are warranted.
There is one thing that ASD has in common with other developmental disabilities: Early intervention can improve a child’s outcomes and alter the trajectory of their life. A child’s brain is still forming before the age of three, and the most profound impact can be made during this crucial time.
Early interventions for autism can occur as early as two years of age, giving children the best chance to reach their full potential. In fact, some children respond so positively to early intervention that they’re no longer on the autism spectrum later in life. Even if their decrease in symptoms is less dramatic, however, many children who receive early intervention can go on to live full, happy lives.
The University of Texas Permian Basin offers a number of online programs for educators and administrators wanting to make a difference in the lives of students with special needs. However, only our online Master of Arts in Special Education, Autism Spectrum Disorders track is designed with the specific goal of helping professionals enrich the lives of students with ASD.
As a UT Permian Basin graduate student, you’ll learn to assess and provide for the varying needs of students with ASD. Early signs of ASD, evidence-based interventions, and universally designed instruction are just some of the topics covered in this 36-credit-hour program. Entirely online, our program also provides the flexibility you need to earn your master’s degree and become a more well-rounded educator without having to leave your current teaching position.
Put yourself in the best position to make a difference in the lives of students with ASD. Apply to our online MA in special education, ASD track to learn how to better assess your students’ needs, whether or not they’re on the spectrum.
Sources:
https://www.statnews.com/2023/03/23/autism-epidemic-cdc-numbers/
https://www.proquest.com/docview/304865573
https://www.cdc.gov/ncbddd/autism/signs.html
https://www.cdc.gov/ncbddd/autism/facts.html
https://www.cdc.gov/ncbddd/autism/screening.html
https://medlineplus.gov/autismspectrumdisorder.html#cat_78
https://www.webmd.com/add-adhd/childhood-adhd/adhd-or-autism
https://www.spectrumnews.org/features/deep-dive/the-blurred-line-between-autism-and-intellectual-disability
Over five million students in American public schools are English language learners (ELL), students who are studying to become fluent English speakers. While Spanish is by far the most commonly spoken language by K-12 students with limited English proficiency, other common languages include Vietnamese, Chinese, Arabic, and Hmong. In total, over 400 different languages are spoken by ELLs…
The United States is in desperate need of qualified teachers—so much so that schools have started hiring teachers from half a world away. School districts are searching for fully certified professionals, preferably those who are certified to teach two subjects, but what’s the purpose of dual certification if schools are going to such extremes to hire…
When our ancient ancestors began painting horses and mammoths on cave walls, they couldn’t have fathomed that by communicating through symbols, they were helping mankind take its first steps towards literacy. From clay tablets to computer tablets, literacy has come a long way and is now a critical predictor of success in school and life…
When the internet was first developed, it was nothing like it is today. With limited speed and bandwidth, the early internet was used exclusively by a few government agencies and, later, universities. In the 1990s the internet became a premium consumer service not unlike cable television. Internet access and the required devices—at first computers, then later mobile devices—eventually became commonplace. While those with the resources to do so have enjoyed internet access for years, far too many people still lag behind in access to what has become a must-have for communication, entertainment, and—perhaps most importantly—education.
The internet was already being used for education when the COVID-19 pandemic hit and made online learning a necessity. This global emergency also revealed some shortcomings in online education. Not all teachers are trained to deliver classes in the online format. Further, access to internet tools and services, while commonplace, remains far from universal. This is the “digital divide.”
The Digital Divide’s Impact on Education
The statistics that demonstrate the digital divide in education are sobering. Studies from just before the pandemic show that 40% of schools do not have broadband internet access, which is a must for real-time interaction between teachers and students. As the pandemic got underway, 36% of surveyed lower-income parents said their children would be unable to finish their schoolwork due to their lack of computer at home. And based on data from a 2020 survey, it’s estimated that 76% of Black Americans and 62% of Hispanic Americans may lack the digital skills needed to qualify for many jobs by 2045.
Digital literacy stems from having access to internet and related technology and is directly connected to professional potential. Digital literacy, like traditional literacy, begins at home and in school. It is therefore crucial for homes and schools to have access to robust internet service and tools if students are to get the educational and professional opportunities they need to live rewarding lives.
What’s Being Done About the Digital Divide
The movement to provide all Americans access to broadband internet service has recently become a priority at both the national and state levels. In 2021, Democratic Rep. James E. Clyburn of South Carolina introduced the Accessible, Affordable Internet for All Act (H.R.1783), though it has not yet been approved by Congress. In May of that year, the Federal Communication Commission gave assistance to almost 4 million households through its Emergency Broadband Benefit. Congress also passed a COVID-19 relief package with more than $3 billion allocated for helping low-income families afford internet access and devices in late 2020.
Texas became a pioneer in bridging the digital divide with a project called Operation Connectivity, which delivered more than 4 million internet devices to school districts in 2020. Governors of most states have now begun to address internet access and technology gaps through various initiatives. Still, according to U.S. Census Bureau data shared by the National Governors Association in July 2021, about 9 million households have access to neither a computer nor the internet. That’s more than 20% of the estimated 44 million households in the United States with schoolchildren. Clearly, more needs to be done.
What Else Can Be Done
Efforts to bridge the digital divide in the United States are moving in the right direction. That’s good news, since the internet has become a key learning tool for young people and adults alike and is expected to remain so. Apart from motivated federal and state government leaders, our country needs more leaders at the school level advocating for their students. One of the primary responsibilities of today’s school principals is ensuring that students get all the educational tools they need, including access to internet service and technology. Their job, in part, is to ensure there’s no digital divide to prevent students from living up to their fullest potential as educated individuals.
Our Online Educational Leadership Program Can Help You Help Others
You can lead the charge for generations of students to be raised in a world of digital equality. If you aspire to move up to the role of principal in a K-12 environment and have an accredited bachelor’s degree, we strongly recommend that you apply to The University of Texas Permian Basin’s online Master of Arts in Educational Leadership program. You can choose from six start times per year and may be able to complete this ELCC-recognized program in as little as one year! During that time, you’ll prepare to become an education leader through an exploration of key topics including:
Offered through our CAEP-accredited College of Education, our MA in educational leadership program aligns with Texas SBEC Principal as Instructional Leader certification competencies. If you live in another state, we encourage you to confirm whether the program meets your state’s eligibility requirements by consulting with your state’s certification agency.
The Benefits of Our Online Program
Our online educational leadership master’s degree program wouldn’t be possible without the internet. And while the curriculum, faculty, and overall quality match what you’d find in an on-campus program, our online program offers some additional advantages that you can’t experience with campus-based learning. This program is presented in an asynchronous online format that gives you the flexibility to complete coursework at your own pace from virtually any location in the world with adequate internet access. It doesn’t matter whether you’re in Texas, in Toledo, Ohio, or in Toledo, Spain. This provides a tremendous advantage when you’re trying to juggle your professional and personal responsibilities.
See the impact you can make on generations of students by earning an educational leadership master’s degree!
Sources:
https://blogs.scientificamerican.com/observations/online-learning-during-the-covid-19-pandemic/
https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/
https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-are-closed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis-c4ecba6c/
The English language is nobody’s special property. It is the property of the imagination: it is the property of the language itself.
— Derek Walcott
The United States has no official language, but English is the de facto language spoken by millions of native speakers. For both citizens and noncitizen residents, many of whom speak a foreign language at home, the pressure to speak fluent English is immense. There is a strong correlation between English fluency and quality of life, and individuals who lack English proficiency can experience numerous social, economic, and educational hardships. Learning English, although challenging, offers immigrants and other English language learners (ELLs) the chance to integrate into American society.
Bilingual and English as a second language (ESL) teachers are tasked with nurturing the English language skills of their students while ensuring that their needs are met. This rewarding, challenging career requires the expertise of trained professionals, and although aspiring educators may have the skills needed to lead a classroom, they may not know which classroom setting will be the best match for their unique abilities.
The career path of a bilingual or ESL teacher depends largely on their background and education. While aspiring educators can teach ELLs without a degree, those who earn a Master of Arts in Bilingual/ESL Education will have a higher earning potential and brighter professional outlook. Let’s explore these two degree options and the potential careers that await graduates.
This degree is ideal for educators who are not bilingual but would nonetheless like to teach ELL students. English is the only language taught in ESL classrooms, as students from different countries and cultures are taught to read, write, and speak the language. The idea is that students will learn English at an accelerated rate if it’s the only language they’re exposed to in the classroom. These teachers can have a tremendous impact on students’ educational and career trajectories, and all that’s needed to fulfill this role is an MA in ESL education.
By earning an MA in ESL education, aspiring professionals can qualify for positions teaching ELL children and adults. For example, adult ESL instructors help students develop English language skills essential in both the workplace and their daily lives. Traditionally, ESL educators are found in K-12 classrooms, where they develop lesson plans, monitor students’ progress, and empower students on their academic journey. ESL teachers earn an average base salary of $51,027 per year. Additional career options for graduates of MA in ESL education programs include:
For aspiring educators fluent in a foreign language, an MA in bilingual education can open the door to a rewarding and lucrative career. Bilingual educators teach students in both their native and target language, as opposed to other ESL teachers who may discourage use of students’ native language in the classroom. With the help of a teacher who fosters an inclusive learning environment, ELLs in bilingual classrooms have a better chance of becoming fluent in both languages.
Professionals holding an MA in bilingual education have the same career options as ESL educators. However, their unique skill set makes them invaluable in K-12 settings, especially since bilingual teachers are in short supply across the country. According to USA Today News, over 30 states are experiencing critical shortages of ESL teachers, with many school districts grooming bilingual teachers in the hopes that they’ll become certified instructors. Moreover, bilingual educators earn an average base salary of $53,640 per year, with top earners making as much as $66,000 per year.
If you’re interested in teaching a school subject such as math, science, or social studies in a student’s first language, you’ll be hard-pressed to find a more rewarding career path.
The number of ELL students has surged in recent years, and an estimated 4.9 million children in K-12 schools are now learning English. Throughout the South and Midwest, areas that saw few of these students at the start of the millennium are seeing a dramatic increase in enrollment. The largest increase was here in Texas, with an additional 350,000 ELL students having enrolled since 2000.
The University of Texas Permian Basin offers an online MA in bilingual/ESL education program that can help you qualify for in-demand teaching positions and pass on your language skills to a growing number of ELLs. Through our program, you’ll learn to foster an inclusive learning environment, implement effective instructional methods, and identify language proficiency levels in speaking, reading, and writing. This 30-credit online program can be completed in as little as one year and can be tailored with one of two online concentrations:
Students may qualify for the Teacher Education Assistance for College and Higher Education (TEACH) Grant, which provides up to $4,000 per year to students who are completing coursework needed to begin a career in high-need teaching fields. Graduates of our MA in bilingual program also have the option to sit for the Texas Bilingual Supplemental Exam, as long as they meet the other eligibility requirements. In every aspect, our online program is an affordable, convenient way for you to pivot into a new career and apply your knowledge and skills where they’re needed most. Apply now to our online MA in bilingual/ESL education program to discover how rewarding the field of bilingual/ESL education can be.
Sources:
https://www.washingtonpost.com/news/wonk/wp/2018/05/21/millions-of-u-s-citizens-dont-speak-english-to-each-other-thats-not-a-problem/
https://www.theatlantic.com/politics/archive/2021/06/why-cant-immigrants-learn-english/619053/
Imagine walking into your classroom, where every student is seen, supported, and celebrated. You’ve built a space where progress looks different for everyone—and that’s exactly the point. Whether it’s helping a nonverbal child communicate for the first time or guiding a student through challenges with confidence, you’re not just teaching. ou’re transforming lives.
If you’ve ever pictured yourself in a role like this, a master’s degree in special education can help you get there. In this article, we explore an array of careers in special education, from teaching to curriculum development, and highlight some of the benefits you can expect if you pursue this deeply impactful career path.
A graduate degree in special education can lead you far beyond the classroom. While many use this degree to enrich their teaching practice, others find fulfilling careers in diagnostics, advocacy, early intervention, and educational leadership. Here are some of the most common—and most rewarding—career paths you can pursue.
If you’re considering applying to a master’s in special education program, you might want to know what your career prospects will be after graduation. Here we explore just a few of the many professional advantages you can experience with a master’s degree in special education.
Few careers are as important to a prosperous society as that of a teacher. Fewer still are as crucial as teachers who help set students with disabilities and disorders up for productive, fulfilling lives. You can become one of those critical educators.
A master’s degree in special education can lead to a career as a teacher or advocate for special education students, an early intervention specialist, or an educational diagnostician, among other roles.
If your professional goal is to one day move into education administration, earning a master’s degree will fulfill one of the typical requirements for the job: having a graduate credential.
According to U.S. Bureau of Labor Statistics (BLS) data originally published in May 2020, master’s degree holders typically earn about 20% more than individuals who hold a bachelor’s degree alone.
Having a master’s degree on your resume can make a wider range of jobs available to you. The BLS reports a direct connection between achieving a higher level of education and increasing one’s probability of staying employed. It states that graduate degree-holders enjoy “the lowest unemployment rates and highest earnings” in the United States.
A master’s degree in special education clearly presents a tremendous opportunity for you to experience greater professional and personal satisfaction. Being able to choose from a variety of online degree programs enables you to enjoy even more benefits.
The University of Texas Permian Basin offers three online special education master’s degree programs, enabling you to choose the path that most closely aligns with your career passion and goals. Our programs include one general master’s degree and two specialized tracks:
We created this program for those wishing to empower students living with developmental and learning disabilities to enjoy more fulfilling, self-reliant lives. Our master’s degree in special education explores the central role technology and innovation play in today’s special education classroom and gives educators the tools they need to overcome some of the most pressing issues today, such as resource limitations, fostering a diverse, inclusive learning environment, and identifying the specific needs of each student.
As a student of this program, you can:
We developed this program for those who aspire to help students on the autism spectrum. Our MA in special education, autism spectrum disorders track examines the physical and cognitive development of individuals on the autism spectrum throughout their lifespan, and the importance of technology, innovation, and inclusion in the modern special education setting.
As a student of this program, you can:
We designed this program for those who want to excel in recognizing and evaluating the learning needs of individual students. Our MA in special education, educational diagnostician track considers the place of technology and innovation in the contemporary special education environment and provides comprehensive instruction in standardized and curriculum-based methods for identifying learning or developmental impediments in students.
As a student of this program, you can:
UT Permian Basin’s online special education master’s degree programs offer many distinctive benefits. Each program is delivered in a 100% online, asynchronous format that enables you to complete coursework at your own pace from any location with internet access. No campus visits are required. When you have ongoing professional and personal responsibilities, this flexibility makes finishing a graduate degree much easier to manage.
This tremendous convenience is matched by the quality of our online programs. All courses are taught by the same distinguished faculty who teach on campus and are drawn from the same robust curriculum. Semesters are just eight weeks long—seven weeks during summer sessions—allowing you to gain new knowledge and skills at a steady pace and collect your degree in about a year.
Discover what a special education master’s degree from UT Permian Basin can do for your career!
Sources:
https://www.indeed.com/career-advice/career-development/benefits-of-earning-a-masters-degree
https://www.noodle.com/articles/why-get-a-masters-in-special-education-top-10-reasons-jobs-salary
Other articles you may be interested in:
Can speaking multiple languages boost your salary? Make travel easier? Even help prevent dementia? The answer is yes. But multilingual societies also face real challenges, from schools struggling with resources to entire languages disappearing. Whether you’re considering learning a second language or wondering how multilingual communities work, this guide covers what you need to know….
Bilingualism can come in handy for travel, work, and personal conversations. But did you know bilingual brains function better and longer? Bilingual people: Impressed yet? Let’s explore the cognitive advantages of a bilingual brain. How Does Being Bilingual Benefit Your Brain? Delayed Cognitive Decline People can stay sharp as they age by reading, playing word…
September is National Literacy Month! To celebrate, we asked UT Permian Basin’s College of Education faculty to share their favorite books. You may find a few of your own favorites here, or discover something new and inspiring. Ready? Let’s dive in! Shelly Landreth, EdD (Literacy) “Devotions: The Selected Poems of Mary Oliver” This is a…
Principals and superintendents are sources of inspiration, catalysts for change, and advocates for student success. In your time as a teacher or administrator, you’ve likely come across educational leaders who embodied these ideals—or perhaps you’ve even recognized them in yourself.
Today, we’ll be looking at four extraordinary administrators who exemplify what can be done when the needs of students are valued above all else. They’ve devoted their lives to leading schools and school districts and helping students and teachers overcome familiar and emerging challenges. If you share many of their leadership qualities, it may be time for you to pursue a career as a principal or superintendent.
Dr. Michelle Reid, superintendent for the Northshore School District in Washington, closed the Bothell High School for disinfection on February 27, 2020, after an employee’s family member tested positive for COVID-19. The following week, the Northshore School District announced that it would shift to online learning, becoming one of the first in the nation to do so. Upon reflection, Reid said, “[I]t felt a little like we took our swim lessons that were planned for three months and had about three hours and got thrown in with just our water wings.”
Facing the challenges of online learning and internet inequity, Reid didn’t hesitate to prioritize the safety of students and staff members. She trusted that her community would come together during challenging times. For fostering an inclusive school community, Reid was named the 2021 National Superintendent of the Year by AASA, The School Superintendents Association. “We have more days of remote learning behind us than we have ahead of us,” said Reid. “We are beginning to see the light at the end of the tunnel, and we must remember, as leaders, to be the light in the tunnel.”
We can’t bring up 2021’s National Superintendent of the Year without mentioning the 2020 winner, Dr. Gustavo Balderas. The son of migrant farmworkers, Balderas used his influence as a superintendent to help the Eugene School District in Oregon overcome numerous challenges, including welcoming newly arrived Guatemalan students at a time when political discourse revolved around Central American immigrants.
While a Superintendent of the Year finalist, Balderas spoke highly of his district, describing its schools as sanctuaries and highlighting the training undergone by staff members to better provide for the needs of marginalized families. “I think that’s been my number one concern this past year,” said Balderas, “the impact of kids not feeling safe on our campuses, and how we as building leaders and district leaders provide that safety net for our communities.” Balderas has since been named the superintendent of Edmonds School District in Washington, where he hopes to bring his experience in educational equity to a larger and more diverse school district.
Dr. Sharon Contreras is no stranger to adversity. At a young age, she was told she didn’t belong in a program among other gifted students—students that she had helped tutor. This experience would set her on the path to becoming a nationally recognized educational leader.
Now a superintendent for Guilford County Schools in North Carolina, Contreras has dedicated herself to removing academic barriers facing students in her district. Among her accomplishments is the successful mitigation of disciplinary policies that disproportionally affected students of color. Now, like so many other school administrators, Contreras must contend with the challenges of the COVID-19 pandemic.
In response to COVID-19, Contreras coordinated with other city departments to ensure that every student in her district had access to online learning, going so far as to send laptops into homeless shelters. How does she lead during this difficult time? “I’m leading with greater conviction … and courage,” Contreras said to Forbes. “It’s even more important now to secure an education for our most vulnerable children.”
The University of Texas Permian Basin, home to an online Master of Arts in Educational Leadership program and an online Superintendent Certification program, is proudly located in West Texas, so we couldn’t finish our list without mentioning Texas educational leader Dr. J.A. Gonzalez.
Gonzalez serves as superintendent for the McAllen Independent School District and has been selected by the Texas Association of School Administrations (TASA) as Texas’ nominee for the 2021 National Superintendent of the Year. Gonzalez is a teacher at heart, believing that every student has a unique learning style and that the responsibility to help them discover their talents rests squarely on the shoulders of educators. “Being an educator and having an influence on people is near and dear to my heart because when you look at it with depth and complexity and from a parent’s perspective,” said Gonzalez, “you start to understand the magnitude of what the field of education is all about.”
For these four superintendents, being an educational leader is more than just a job: It’s a calling. Our school systems are in desperate need of professionals with the drive to address achievement gaps, break down barriers to education, and show that every child is a learner at heart. For teachers and administrators whose passions align with those of Reid, Balderas, Contreras, and Gonzalez, educational leadership offers a chance to create lasting change. UT Permian Basin offers an online MA in Educational Leadership program and an online Superintendent Certification program for aspiring principals and superintendents. Aligned with Texas’ certification requirements, these programs will empower you with the skills, knowledge, and credentials needed to promote equity in education and step into the administrative role of a lifetime. Apply to one of our online programs if you’re interested in following in the footsteps of these accomplished educational leaders.
Sources:
https://www.gcsnc.com/Page/6492
https://www.nsd.org/n/~board/district-news/post/dr-reid-named-aasa-2021-national-superintendent-of-the-year
https://www.registerguard.com/news/20200304/gustavo-balderas-to-leave-eugene-school-district-named-superintendent-in-edmonds-wash
