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Special Education Interview: Lauren Penrod (Meigs County High School Special Ed.)
I wanted to preface this with saying that this interview was a lot shorter than I had
planned on it being. The teacher I had gotten in the first place (a special education teacher in the
Meigs county elementary school system seemed to be a little too busy to answer my questions in
full, but I did get a chance later to ask the same questions to one of the special education teachers
in the high school, and she was able to give me strong answers that really explained more and
added to what I had to ask. (Since I am a weak with my ability to create strong questions.) I am
at the moment waiting for a response to an email to be able to ask even more questions that
stemmed from this first interview. I will print these if I happen to have the chance before our
next class.
1. What is a normal day of school look like for a special education teacher such as yourself?
(What are a few things that people do not know or understand that you actually do?)
a. She stated that she currently teaches 5 classes (4 different preps) as teacher of record. For
those classes she has to do everything any classroom teacher does--planning, teaching,
assessing, grading, entering attendance and grades into the computer, etc. She added that
she was also case manager for approximately 30 special education students. She has to
attend IEP meetings, write IEP's, consult with classroom teachers, consult with
additional assessments and observations beyond what is already done in the classroom,
complete triennial reevaluations, and advocate for students. (All of this seems like a little
more than I would assume another classroom teacher would do.) She also admitted that
Christopher Livingston
Survey of Exceptional Children
Due (9/19/17)
she is involved in disciplinary issues when necessary in order to make sure students
question I wish I asked more on due to the fact that we have been learning to always do
our best to keep all students in the classroom by all means we can). She continued stating
that many special education teachers provide inclusion assistance to students in the
regular classroom, (a heavy topic that we have been discussing already and I asked about
later) and although she has used this in the past, currently she is teaching students in a
special ed. setting. (In a portable building offset from the actual high school brick
building.)
2. Do you think your job is more difficult than others? (Do you think that it requires more effort
or care that is required when trying to both teach what you need to and handle special
needs? I ask this because I know that working with these students, it requires work on both
sides, and I was curious if you think that is always done evenly.)
a. She began by stating the difficulty in comparing her job to the jobs of others. Some
subject matter is more demanding than others due to EOC tests (she mentioned in math,
English, science, history) or extra paperwork (also explaining such as that required of
CTE teachers). She continued marking that other teachers are very appreciative of the
extra time and effort that she puts in since she has both EOC tests and special ed.
paperwork. One thing that surprised me most is that she said other teachers do not want
students with special needs in their classes! Also stating that some teachers resent her
even though she has no control over the fact that most special ed. students are required to
fulfill graduation requirements. (This is one comment that I will try and have her
3. How do you think your job differs when working with a music teacher, like I will be, and
their students? (We have learned many things about how to involve special needs students in
an average class, but not in something like choir and/or band. Though I am sure we will
discuss this more, I would like to know your experiences on the matter.)
a. She began by stating that she has had excellent experiences with music teachers and their
programs. (I remember the choral teacher there is very confident when working with
most students. If there is anyone that truly and honestly pushed me forward to becoming
a music education major, it was him.) She continued again elaborating on the music
teachers tending to have far more willingness than most to let students participate to the
greatest extent possible, both in vocal and instrumental music. They usually make needed
more questions for the next time I have a chance to ask her questions. Maybe even asking
4. What are your opinions on inclusion in classes today? (Is there a bad side and a good side,
or just one more than the other? We have given our opinions in our Survey class, but I
thought it may be interesting to hear what an actual special education teacher says on the
subject.)
a. She began how I assumed she would stating that she thinks that the entire continuum of
services should be available to students to meet their needs. Programs that require 100%
inclusion for every student for every subject often fall short of meeting the needs of all
(She gave the example of a totally blind student needing to be pulled out for Braille
instruction in the early grades, an 8 year old student who is working on feeding himself,
Christopher Livingston
Survey of Exceptional Children
Due (9/19/17)
or a 12 year old working on letter sounds will not get that instruction during regular class
instruction, and so on) (Some of this I never really thought too hard about, and gave me
enough pause to think how I would actually involve a blind student in my classroom if
that task ever actually becomes reality). She then turned the subject by stating that a
program that automatically pulls every learning disabled student out of the regular class
for all academics usually keeps students from accessing the curriculum that is age-
appropriate when most students could benefit from accommodations allowing them to
participate with their peers. (She then moved the topic into the subjectivity of IEP’s) She
variety of services to consider. (I completely agree when it comes to that idea, but I may
have missed a few topics I should have been heavier on. I have questions planned to ask
her more about her opinions, warnings/ problems, and hopes with IEP’s)
5. Do you think there are any changes that you would make to classes that would help both
students and teachers alike? (Is there something in today's curriculum that you think is not
a. She began with a "Personal soapbox warning" she said she does not like the idea that
every student is supposed to be "college ready" by high school graduation. (Which after
some thought and her explanation afterwards I think I may agree with more than I would
have used to.) She said she thought there are jobs where people can be productive and
earn a living that do not require the ability to complete Algebra II or Spanish II. (Though
they would be helpful in the overall understanding of the world it does not contribute to
many jobs that students will be forced into after high school.) She lingered on stating how
she could write pages and pages about her opinion on this, but suffice it to say that she
Christopher Livingston
Survey of Exceptional Children
Due (9/19/17)
knows people who make more money than she does and can't solve systems of
inequalities nor conjugate verbs in a foreign language. (I just laughed at the idea, mostly
due to the fact that it took me far too long to understand what she had said.) She finished
by stating how frustrating it is for both students and the teachers who care about them if
6. If there was one thing you wish more teachers, both old and new, would understand more
about special education, their students, and the teachers themselves what would that be?
a. She gave a quick answer saying that right now the main thing she would like people to
understand is that every child with an IEP is different (Unique), and that not every single
little issue in school is related to a child's disability. When a child is learning disabled in
math only, but is failing English or history, the problem is quite possibly lack of effort
rather than part of the child's disability. (After looking over much of my reports that I had
received from my mother … I think this may have been a factor with myself that my
mother threw out of proportion.) She finished by stating that if a child has been kicked
out of the parent's home and is living with a great uncle, her poor grades are possibly not
due to her ADHD and may not be solved by the special ed. teacher. (In the long run, I
think she wanted us as teachers to know that we shouldn’t be quick to judge a student.
We need to understand them, observe them, before making any clear judgement.)
I am very glad that she was able to help me with this project and I have every intention to
continue asking her more questions, because her ability to express what she knows and what she
thinks about all these subject matters really interests me. I can’t wait to have my next