{"id":45249,"date":"2025-11-20T15:37:58","date_gmt":"2025-11-20T21:37:58","guid":{"rendered":"https:\/\/blogs.und.edu\/und-today\/?p=45249"},"modified":"2025-12-18T09:21:11","modified_gmt":"2025-12-18T15:21:11","slug":"the-making-of-a-special-education-teacher-2","status":"publish","type":"post","link":"https:\/\/blogs.und.edu\/und-today\/2025\/11\/the-making-of-a-special-education-teacher-2\/","title":{"rendered":"The making of a Special Education teacher"},"content":{"rendered":"

UND\u2019s internships are vital in helping college students learn to lead K-12 classrooms, says Max Harris, graduate student in Special Education<\/strong><\/p>\n

\"Max
Max Harris is a graduate student in Special Education at UND. Photo by Madison Dame\/UND Today<\/figcaption><\/figure>\n

By Madison Dame<\/strong><\/p>\n

Educational gaps can and should be filled, says Max Harris, a UND School of Graduate Studies<\/strong><\/a> student.<\/p>\n

And UND can help. \u201cIt\u2019s changed my perspective on education,\u201d said Harris, who’s in his first year of pursuing a graduate degree in Special Education. \u201cThere is, in my view, a gap between Special Education and General Education. And I feel like the more collaboration and community-building there is, the more beneficial.\u201d<\/p>\n

Despite being new to the program, Harris is already in the classroom, learning in real time not only how to handle the challenges that arise in Special Education, but also how to embrace the opportunities for learning. In this way, he’s experiencing how his UND graduate preparation can inform his hands-on experiences as a teacher, and it\u2019s helping to build his confidence about succeeding in the field.<\/p>\n

Harris is enrolled in the Special Education Resident Teacher Program<\/a>, <\/strong>a program offered by the UND College of Education and Human Development<\/a><\/strong>. This program lets Special Education Master\u2019s Degree<\/strong><\/a> students work full time in a classroom setting and obtain valuable professional experience while earning their degree.<\/p>\n

In the summer, resident teachers take Special Education core coursework to learn foundational skills that will prepare them for working in the school right away in the fall.<\/p>\n

\u201cIt\u2019s a layered mentorship,\u201d said Teaching, Learning & Professional Practice Instructor and Special Education University Mentor Bridgette Campoverde<\/strong><\/a>. \u201cSo there\u2019s a University mentor who also serves as the advisor, and then there\u2019s also a school mentor, and they\u2019re boots on the ground.\u201d<\/p>\n

That layered mentorship \u201chelps the student feel confident in their ability to become a Special Education teacher when they become independent that next year,\u201d Campoverde added.<\/p>\n

Carol Johnson<\/strong><\/a>, Special Education admission director, compared the mentorship to an apprenticeship model. Within the resident teacher program, students generally take a semester of coursework prior to working in the schools with the support of a mentor, she said.<\/p>\n

The students have mentors within the school who help them learn day-to-day, Johnson said, and mentors at the University to help them be successful within the program.<\/p>\n

Being in the classroom has taught him how not only academics but also social interactions affect children, Harris said. The two areas cannot be worked on as isolated issues but need to be combined to best support students with disabilities.<\/p>\n

And that’s just one of the lessons he’s learned through UND\u2019s asynchronous, online coursework and on-the-job experiences.<\/p>\n

\u201cAt UND, the classes are very structured and teach you what you should know,\u201d he said. \u201cIn contrast, when you get in the actual schools, at times it can feel like it\u2019s not structured at all,\u201d especially for a newcomer such as himself. \u201cYou kind of have to be creative and go with how the day is going.\u201d<\/p>\n

UND gives students the tools they need to succeed in the classroom, but there are some things students need to experience to understand, Harris said. That\u2019s when internships become crucial.<\/p>\n

Mentors advise as well as teach<\/h2>\n

For example, Harris\u2019 mentor teacher, Sara McNally of the Grand Forks School District, uses a different set of lesson plans than the ones Harris has seen. This has shown Harris how to be flexible and to adapt to students\u2019 needs when planning lessons.<\/p>\n

Likewise, when it comes to Individualized Education Programs or IEPs, UND teaches students how to implement IEPs, assess students\u2019 performance, track students\u2019 progress and update the document throughout the year, among many other skills.<\/p>\n

Preparing IEPs in a classroom setting under the supervision of the student\u2019s mentor teacher elevates the student\u2019s apprenticeship experience. UND ensures every Resident Teacher has this opportunity prior to graduation.<\/p>\n

In those contexts, McNally\u2019s mentorship is invaluable in helping Harris navigate the world of special education in addition to what he learned at UND.<\/p>\n

\u201cBeing in person, in the classroom, it\u2019s so beneficial to see how an actual teacher does things and works and adapts with their own ideas,\u201d he said. \u201cLearning in this way, I think, has been the most eye-opening.\u201d<\/p>\n

Finding ways to help the Special Education students overcome various challenges has helped Harris better understand disabilities and inclusion, he said.<\/p>\n

\u201cMy knowledge has grown about different strategies that benefit different kids and just having that wider perspective of, \u2018Oh, they may have this disability, but there\u2019s ways of getting around it and of seeing everything they do know,\u2019\u201d he said. \u201cObviously, there are going to be different barriers for each kid, so just getting around each barrier \u2013 the classes have helped me find ways to do that.\u201d<\/p>\n

Campoverde said the Resident Teacher Program gives the students the opportunity to apply theory to practice. In other words, they can apply what they are learning immediately in their Special Education school placement.<\/p>\n

Developing beyond education<\/h2>\n

There are things Harris believes the schools could do to further help Special Education students.<\/p>\n

For example, \u201ca lot of the curriculum and lessons they are doing nowadays in the schools are very fast-paced,\u201d he said. \u201cI want to create more accommodations and incorporate them into a curriculum that is inclusive for everybody, while still at a high level \u2013 in other words, adapting the curriculum so that it is inclusive for everybody.\u201d<\/p>\n

Doing so will help \u201cbridge the gap\u201d between the academic and social goals of K-12 education, he said.<\/p>\n

Plus, the approach will give students the chance to study the same topics and concepts, but at a level each student can manage.<\/p>\n

Interest took root and grew at UND<\/h2>\n

When Harris came to UND, he knew he wanted to teach, and \u201cI really wanted to help people who couldn\u2019t help themselves,\u201d he said.<\/p>\n

His initial interest came from a class he took in high school.<\/p>\n

\u201cMy senior year, I took a class, and it was called \u2018unified,\u2019\u201d he said. \u201cIt was 50\/50 special education students and general education students, and we learned all about the opportunities that general education students are provided that special education students aren\u2019t. That drew me to want to close the gap between them.\u201d<\/p>\n

Coming to UND, taking courses and learning about different opportunities from his professors allowed Harris to discover where his passions truly lie. He then decided to pursue a graduate degree in Special Education<\/a>.<\/p>\n

As a student teacher, Harris already has experienced and learned from life in the classroom and its complexities.\u00a0For example, he recalled one student who had been struggling with aggression, and how Harris did his best to help.<\/p>\n

\u201cI set up a system in which the student could earn rewards and tickets to bring home to their parents,\u201d he said. So, on those occasions this year in which the student has an \u201camazing\u201d day with no behavioral incidents, \u201cI gave them the ticket to bring home, and got to see the huge smile on their face, showing everybody as they ran back to class.\u201d<\/p>\n

His favorite memory so far this year is with this student, getting to interact with them and walk through the year together.<\/p>\n

Harris has grown personally and professionally through his time in the classroom and the School of Graduate Studies, he said.<\/p>\n

For example, he feels his confidence has grown, and his experiences \u201chave also helped shape my perspective on what I want to do in the future.<\/p>\n

\u201cIt\u2019s given me options and a better view on the different areas of Special Education,\u201d he said. \u201cEverything is much clearer now on what I should be doing, where it was foggy when I was coming into it.\u201d<\/p>\n

In the future, Harris hopes to become a Special Education teacher and coach.<\/p>\n

\u201cI want to go to a town that doesn’t have Special Olympics or special needs sports,\u201d and then start such programs up, he said. \u201cThat way, I can create opportunities for kids who don\u2019t have those opportunities, like the general education students do.\u201d<\/p>\n

About the author:<\/h2>\n
\"Madison
Madison Dame<\/figcaption><\/figure>\n

Madison Dame is a Communications and Journalism major at UND. After graduation, she hopes to pursue a career as a journalist.<\/em><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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