—Landmark High School

      Afterclass, the teachers I interviewed shared with me their insights with regard tospecial education. They usually preplan a seating arrangement in light ofstudents'levels, like grouping students of similar level or purposely sittingadvanced students to help out. They break the task into manageable steps forstruggling students, and try to work visually, like using diagrams or graphicorganizers when possible. Sometimes they offer additional smaller classes (3-6students) as supplementary classes to give more individualized instructions.Also, they offer different versions of test which are pretty much the same butsome questions have easier numbers to work with. By and large, the teachers inthis school thoughtfully construct the lesson to accommodate differentlearners’ needs. Specific, directed, individualized and remedial instructionsare important for the success of the students with learning disabilities.

      Honestlyspeaking, this experience largely changed my thoughts concerning specialeducation, because in China, children with disabilities are usually placed inspecific schools or specialized programs for security reasons and academicconcerns. I used to volunteer in a mentally retarded school in Suzhou, and itturned out that “pull out” therapies are not necessarily effective.      

      Theco-teaching model in this school made me rethink the special educationexperienced by disabled children in China. I hold true to the belief thatstudents with disabilities are capable individuals and can indeed work theirbest towards high standards. What we really should do is to maximize theopportunities for disabled children to participate in all aspects of communitylife and achieve at higher academic levels.

      It can beforeseen that inclusion and integration would be hindered by imperfect law andtraditional concepts deeply embedded in the Chinese culture, but as a teacher,I will try my best to value the education of all students, to improve inclusionarypractices and nourish every single mind. I will value the right of allstudents and strive to promote a caring, safe, compassionate and equitableenvironment where each child can release natural endowments and blossom happily.I will also find more ways to bring pleasure into classroom, create playfulways to explore and learn, and maximize learning opportunities for everystudent.

      “Teachers are brain changer.” When I work in a settingwith richly diverse students, I truly hope that I will become the kind ofteacher who can not only impart knowledge to students, but also illuminatetheir lives.