This reflective essay explores one adult learner's decision to pursue a career in special education teaching. The author draws on a wide-ranging professional background — including emergency services management, real estate, and university administration — to argue that her accumulated skills in patience, flexibility, and crisis management translate directly into effective special education practice. The paper also highlights her direct classroom experience as a substitute and full-time Educational Assistant working with mildly to severely mentally challenged students, and concludes with her commitment to completing a degree in education with a Special Education endorsement.
Teaching special education requires a gentle temperament and deep devotion to the children in one's care. Maturity, regardless of age, and patience are essential. A special education teacher must be loving, kind, and nurturing in order to make children feel safe and secure. He or she must also be focused and creative in teaching methods, and — most importantly — must present a positive role model for students. I feel that I have the qualities and experience to become an effective special education teacher.
My background is vast and varied. I worked as a secretary at a university for two years. The department in which I worked dealt with clubs and fraternities on campus; therefore, I was constantly involved with students and the problems that arose from their activities. I then spent a little over two years working as an office manager for a doctor's office. This gave me not only the opportunity to perfect my managerial skills but also provided an environment that prepared me for my next role, which involved crisis situations.
For five years I served as Operations Manager for an ambulance service that provided 911 service for Los Angeles County. During those years, I dealt with every imaginable crisis. Flexibility, patience, and the ability to handle detail in emergency situations were just a few of the qualities essential to that position. I subsequently studied for and received my real estate license, working as an agent for approximately seven years. This role required much the same skills as my earlier positions — flexibility, patience, and an aptitude for detail — as well as strong social skills, self-motivation, and the ability to work comfortably with people from a wide variety of backgrounds.
Between 1999 and 2000, I completed 900 hours as a substitute Educational Assistant across all grade levels in special education. In this role I worked with students ranging from mildly to severely mentally challenged. In 2000, I was hired full time as an Educational Assistant in the Resource Center, a position I continue to hold. I tutor students in multiple subjects — including science, consumer math, algebra, social studies, and English — students who are mainstreamed into regular educational classes but still require additional support. I have accumulated approximately 700 hours in this position.
Working directly alongside students with special needs has given me firsthand insight into the patience, creativity, and consistency that effective special education demands. Resources such as those provided by the Individuals with Disabilities Education Act (IDEA) underscore the importance of qualified, committed professionals in this field, reinforcing my conviction that this is where I belong.
"Parenting experience and educational goals"
The years that I spent working as a substitute, and now full time as an Educational Assistant, have given me the opportunity to understand and fully appreciate this field of study. I feel that my diverse working background and life experience provide the foundation for true dedication in this area. I enjoy teaching, and working with these students is deeply rewarding. I am confident that I have chosen the right career to move into at this point in my life, and I feel certain that I possess the qualities needed to become an effective special education teacher.
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