Having being brought up to be an excellently organized individual, the confidence I gather from this will certainly stem down the children. The classroom has to be well organized at all times. Having folders and baskets that are color coordinated and labelling all areas deemed important in the classroom will help organize the environment. This will not be difficult to do due to the creative skills I have acquired while undertaking art lessons.
Having had the opportunity to work and visit both early childhood special education classrooms and general education preschool classrooms, I have observed several differences in the teaching methodologies of the two. The teaching roles are different as a special educator is expected to be a case manager in that he is expected to not only carry out administrative duties but also provide direct services such as cleaning and feeding to the students. A normal early childhood educator is only expected to carry out administrative duties. Students in general education preschool have more strict rules than those in special education (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010) . The teaching methodology in general education preschool is solidly structured whereas, in special education, the methodology is fluid and may change according to the situation of the students.
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As I serve as a special ECE, I expect to come across different challenges. The biggest one would be the non-instructional responsibilities that come with the role (Banks & Banks, 2009) . Every child expectedly comes with a unique disability, some of which may not have instructions on how they should be handled. This will require me to be innovative and adaptive to the situation.
In my experience, while there are general paramount requirements that are expected of an educator when in an inclusive environment, there is no specific methodology that prevails. The trick is to be able to combine all methodologies known and integrate them to come up with a methodology that suits the current situation.
References
Banks, J. A., & Banks, C. A. M. (Eds.). (2009). Multicultural education: Issues and perspectives . John Wiley & Sons.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of educational and psychological consultation , 20 (1), 9-27.
