Paige Iseminger, who teaches in a preschool for students with severe disabilities, has a special connection with her students, according to a story by Julie Finley in the Natchez (MS, US) Democrat. Ms. Finley paints Ms. Iseminger as having unique understanding of her teaching responsibilities, because she was identified as having Learning Disabilities during her high school years.
Now, she’s taught special education students from preschool to 12th-grade and worked at a facility for the emotionally disturbed.
She started off with a love for high school-aged children with learning disabilities, but gradually fell in love with children diagnosed with severe and profound disabilities.
Questions about individuals with Learning Disabilities teaching are likely to be raised by stories such as this one. People may ask whether an individual who can’t spell well (for example) can effectively teach spelling. Such concerns are, at once, both sensible and irrelevant, in my view. To be sure, it is important that teachers can write literate and clear notes to parents(again, for example), and individuals with Learning Disabilities may have greater difficulty in doing so than their non-disabled peers. However, the critical elements are whether a teacher, regardless of disability status, can teach effectively. The important issues are whether an individual can demonstrably cause her or his students to reach educationally relevant goals and objectives; communicate clearly with students, parents, and colleagues; manage relevant records; etc.
Link to Ms. Finley’s article.
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