Partner Interview with
Taryn Chrapowski
The Basics
Q: What do you teach, and to what populations?
A: I currently teach a direct instruction model classroom for high school aged students with Autism.
Q: Can you identify two main things you like about your work?
A: I find it professionally rewarding when my students successfully find gainful employment and I see on a daily basis the breakdown of stereotypes and the acceptance of my students by their peers
Q: Likewise, can you identify two things you find most challenging?
A: Finding ways to motivate my students to push themselves in their skill developing and effectively gaining financial backing for various programs that we would like to implement.
Conversations
Q: Can you identify a few issues and/or dilemmas you discuss with colleagues?
A: Including students with low-incidence disabilities in the general education classrooms in a manner that will benefit all members involved, effectively initiating and gaining needed transition services for students as they approach graduation from high school.
Q: What issues/ideas come up in other conversations with professionals, such as your group that meets at UIC?
A: ESP accountability and responsibilities, funding, NCLB teacher qualifications for Special Education Teachers of direct instruction model programs to be considered "highly qualified".
Q: How do your conversations with general education teachers contribute to the learning of your students?
A: A lot of times the way my students behave and learn in their classrooms greatly differs from the behavior in mine... they crave the social acceptance of their peers while in these classrooms, thus altering the way they act. It is important to know how my students generalize what I have taught them, as well as to know what social factors to address in my classroom.
Q: What are key issues that arise when you communicate with other professionals (e.g., teachers, social workers) about students on your case load?
A: Time and resources! Support staff are often at three or more schools a week with large case loads. If they are not at your school full-time, it is often the case that they are not readily available when issues arise. It leaves the classroom teacher to problem-solve. Communication is key. I make sure that I have a direct way, whether through e-mail or cell number, to get in touch with the professionals associated with my program.
Modifications
Q: This is a hard idea for new special education teachers to understand, and indeed a hard practice for all of us. The idea of keeping in mind the content and standards (now for the gen ed curriculum) along with individual students' abilities can be overwhelming.
With respect to this, can you identify a few strategies, routines, or activities you do that make modifications for students?
A: A large majority of my students are visual learners. Typically, when I introduce a new activity, I provide some sort of visual cue system that will aid the students with their success. Over a period of time, as their comfort and accuracy increase, I eliminate the visual cue that was provided. For example, one of my students who is non-verbal is currently working on giving requested whole dollar amounts of money. He was only able to count out money using singles. I created a visual cue system that would assist the student with giving the five dollar bill for $5.00, the ten dollar bill for $10.00, a ten dollar bill and five dollar bill for $15.00, etc.
Legacy
Q: So here is your time to advise those who might follow in your footsteps and change professionas as you did. What is a number one message you might give those folks preparing to teach?
A: Enjoy every minute. As much as I think that I teach my students about life, they teach me as well. Be prepared to be your students' strongest advocate. Oftentimes parents are not aware of the programs and assistance that are out there for them. Make it a point to build relationships with outside agencies. Finally, be willing to compromise and notice the small gains that your students achieve every day.
Q: In your mind, what is the most important thing about teaching/becoming a teacher?
A: Wanting to do it for the right reasons and putting your heart into what you do.
