personal statement for working with special needs

Sample Personal Statement for Special Education Teacher

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program in special education. Variations of this personal statement got accepted at TUFTS and Boston College. Read this essay to understand what a top personal statement of a special education teacher should look like.

“Quo non Ascendam” – “to what heights can I not rise.” This is the motto of Ethiopia Aviation Academy, my Alma Meta, and my inspiration. Last year, while ascending Adams peak during a voluntary AIESEC internship at Colombo University, Sri Lanka, I saw a poor boy suffering from muscular dystrophy dangerously perched behind the railings at the corner of the tortuous path. “Excelsior,” my Australian, American, Lebanese, and Chinese comrades exhorted me to go on. But I was transfixed by the utter disparity I saw – was it right to give him a coin, or could I have done something else to change his destiny? How lucky I am to have everything on my plate.

My schooling was elite. However, I never disassociated myself from my disadvantaged peers with physical impairments. Every year my mother used to take me to a nearby nursing home (for children with disabilities) to celebrate my birthday. She did so purposefully so that I could count my blessing and be grateful for what I have. The wider gap between the haves and the have-nots became even more pronounced when I visited my native village in rural Ethiopia and interacted with children in our neighborhood. Sometimes I even felt guilty for having so much more than them. I pondered that to alleviate poverty and promote socio-economic development, I needed to provide easy access to education to the less fortunate. I believe this will give me tranquility and a realm of my own.

To become a valuable member of society, I decided to major in special education. Therefore, I enrolled at Bahir Dar University. In my senior year, I traveled to Augustana College (on Global U-GRAD Exchange Program) as a Cultural Ambassador and stayed there for six months. During this time, I gained exposure to the local culture and enhanced my English language and teaching skills. At Laura Wilder Elementary School, I taught courses to special children on how to become adaptive and sociable. Not only this, but I also organized “Ethiopia Day” festivities at Sioux Falls and gave a comprehensive lecture on the society and culture of Ethiopia. Post-presentation, a native exclaimed, “Thank you for showing us Ethiopia in a better way.” Upon my return to Ethiopia, I decided to redouble my efforts in imparting education after being motivated by the exposure at Augustana college.

During my junior year, I realized my life goals after opting to travel for an optional teaching internship with National Commission for Human Development in Swat, now famous for being the hometown of Malala Yousafzai. I worked towards the UN Millennium Development Goal, which envisages an educated society as a foundation for development. For four months, I designed and taught several courses in self-development, communication, and professionalism to women in rural communities. As a result, I felt a lot more empowered.

Subsequently, I became further predisposed to teaching special children. However, at the same time, I realized that I would need further education to achieve my lofty aim of making a more significant impact. While working on various projects involving wide-ranging education policy issues and theories, I was exposed to the benefits and limitations of the teaching sphere. Now, I want to expand my world and learn more so that I can ask better questions and be capable of adapting to the changing world. I believe everyone has a share in shaping the world (no matter how small or big), and by pursuing graduate studies in teaching methodologies, I will be able to provide a beneficial share to the world. It will also help me create the world that I want to live in.

As we neared Adams peak, we started bantering – our words echoed from the valley below. My fatigue disappeared as I witnessed the breathtaking sunrise – such are the fruits of accomplishment. The decent is always easier. I remember children always walking to school and running back home. As we descended, I saw the same disabled boy at the same place near the railing but with a much more satisfying look as his bowl was brimming with coins. I know brooding is not the answer, but he should have been in school. Wisdom lies in knowing what to do next. I know someday I want to be wholly immersed in teaching and formulating educational policies that will send all poor and disabled children to school and higher learning.

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Resfeber Dreamer

What I’ve Learned from Working with People with Disabilities

07 Monday Sep 2015

Posted by Olive in My Experiences

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assumptions , Autism , developmental disabilities , experience , lessons , values , working with people with disabilities

Working with people with disabilities has been a great and rewarding adventure. I really enjoy the playful and fun loving interactions I have with my clients. I have mostly worked with people with developmental disabilities, so many of my reflections may pertain specifically to that population but not exclusively. A lot of times when people write about what they have learned about working with people with disabilities, it is about courage and determination and overcoming many challenging things like adversity, stigma, prejudice and injustice. I may write about that, however, there are a lot of other things that I learned that were more personal to me.

I have learned about different personalities and how people, who may first seem very different than me, are actually unexpectedly very relatable. The cover of a book often doesn’t always reveal much of its content. Small words, thoughts and gestures can be such a surprise and make me realize a new way of communicating or relating to someone. I sometimes even see my subtle impact and influence on others, which I often don’t realize I have.

When I first started working with people with disabilities, it was at a special needs camp. I never really had that much interaction with people with disabilities before, and it was a little bit of a surprising culture shock. Many of my campers didn’t have the usual inhibitions that many people have. They broke social norms like expressing their emphatic love of vacuums when first meeting me or using aftershave as mouthwash or singing a eulogy to Keiko the whale at a campfire. It was refreshing to be around people who just were who they were. I saw people who were authentic and in the moment, and they kept me on my toes. It encouraged me to drop my walls as well and let my authentic, relaxed and playful self be what others interact with.

My campers also made me reflect on the culture I live in. Often I would hear little soundbites and see snapshots of pop culture recycled and regurgitated into a mishmash of society, a social collage. Wearing outdated clothes with Tweety Bird t-shirts and Michael Jordan on shoes, repeating the phrase Burger King throughout the day, praising Michael Jackson as your hero, singing the Kit Kat Bar jingle, it all starts to pile up. It made me step back in awe of the weird world we all live in.

At camp I learned to let go of my ego and to think of others first before myself. That may seem like martyrdom but it actually wasn’t. I felt a lot more content and at peace thinking about how I could make someone else happy or laugh, rather than worrying about myself and how I may be judged. I learned that no one really cares about how weird, foolish or dorky I think I look, because they are enjoying me and my gifts. My gifts of friendship, sense of humor, positivity and kindness.

Out of camp I started to look at people without disabilities differently. I started imagining strangers, acquaintances, friends and family as what they would be like with a disability. I started seeing through the everyday facade of our life roles. The teacher, the student, the shopper, the store clerk, we all wear our masks. We talk about details, appointments, things to get done, we compare and categorize. However underneath all our roles, our socialized masks, when our intellect is stripped away, all we have is are most basic temperaments and primal drives. We contain these well and keep them under control, but sometimes you can see hints of what type of people we would be without society’s expectations. I’d try to guess which person would be the one who hugs or kisses strangers, or the one who yells and thinks everyone is out to get them. Yes, I can see straight through that tie and suit you’re wearing, that you would be the one who’s touching everything and eating your boogers.

It is easy to get caught in the complexities of life, like reaching social milestones, or earning a respectable income, or having a sense of status. When working with people with disabilities, I saw straight through that and how it really doesn’t matter. That’s not what makes you human, that’s not what makes you happy, that’s not where a sense of meaning stems from. I found that my experience working with people with disabilities made me value the simple things in life. It made me notice things to enjoy, like a sunny afternoon walk, or a dog chasing pigeons, or making myself a nice breakfast. It made me really value my relationships with people and made me feel closer to my family. They made me value these things because I saw such enthusiasm for the most unforeseen and even seemingly mundane things. Not only that, but their enthusiasm remained consistent, day in and day out, over the same little things as if they had never experienced them before.

It taught me to enjoy life at a slower pace. It’s okay to have an hour with nothing planned but to enjoy each others’ company and maybe have a conversation or creatively play a made-up game. It’s okay not to plan or have a plan or let go of the plan. I’ve learned to be resourceful and creative with few resources but a lot of time, but I also learned it’s okay not to always be clever and resourceful. When working with kids, I definitely found it was important to be resourceful and creative to keep them engaged as often as I could. Though adults with disabilities need engagement as much as anyone else, and may even need more support in their daily lives to acquire an adequate amount, sometimes they can be more content to savor rest, relaxation and quiet, and may even need that just as much. Sometimes the brain needs a chance to absorb the world and rinse off all the noise and energy. I’ve learned to relax a little more and to not always race for time, stimulation and entertainment…at least not all the time.

Working with people with disabilities of course teaches a lot of skills that people learn when working with people in general, like group management, conflict resolution, communication, listening, empathy, problem solving and behavior management. However there are some things that you can learn from working with people with disabilities, that may be harder to find in other populations. I have learned to see outside my usual confines of my perspective and to see more possibilities of how people live their lives. My mind has opened up to different realities of other people’s experiences, like what it’s like to learn how to read if you’ve never heard a word before, or what it’s like to not be able to filter out sensory information and simultaneously hear things a mile away while feeling every fiber of your shirt. I have learned to see below the surface of someone’s seemingly simple and weird behavior to see and empathize with a vast, complex world. Maybe someone can’t stop playing with the water in the sink because it simply feels good, because they want to defy being told what to do, because it’s the only way to soothe their extreme anxiety, maybe it reminds them of a time they felt safe and happy, maybe because their hands feel like they are tingling and this makes it go away, maybe because they still think their hands are dirty, or maybe they are transfixed by all the amazing light fractals moving across speeding water molecules that they feel pounding sound waves one by one on their eardrums. Assumptions about a behavior are often just scratching the surface.

It also made me not confine my ideas of people and what they can or can’t do into boxes. Just because someone can’t move their arms and legs doesn’t mean they can’t dance. Just because someone may look like a child doesn’t mean they can’t get married and have kids. Just because someone can’t speak or goes to a summer camp doesn’t mean that person won’t have fun at a bar. Age is now seen as more arbitrary and the usual or typical may not always apply. Some areas of our development may be more or less developed whether you have a disability or not. Someone may know five different languages, play the cello and know all the details of the American Revolution, but may not know where Bosnia is or how to cook an eggplant or even what an eggplant looks like. Everyone is different and some areas of development don’t apply or matter to others. Their strengths and focus lie elsewhere and they are happy and content with how they function in the world and don’t feel that there is something missing.

Working with people with disabilities has also taught me a lot about how to learn and adapt to the world in new, creative, and often simple ways. Looking at obstacles and barriers and looking for solutions has opened up my awareness and expanded my ability to be more mindful. If someone can’t hold their cup of juice to bring it to their mouth, put a straw in it. If someone can’t see how much money they have, fold the different bills in different ways. If someone can’t zip their jacket or pants, put a key ring on the zipper. Working with people with disabilities has taught me a lot about life hacking.

I’ve also learned to define what being an adult is differently. Being an adult doesn’t mean you have a job, a car, financial independence, a relationship, and live independently. It means acknowledging your strengths and weakness and the strengths and weaknesses of others, and knowing when you need and don’t need help and when you can or can’t help others. It means understanding the nature of interdependence and how everyone needs different amounts of support for different needs. Being adult means becoming more comfortable in your own skin, whether your skin has polka dots or stripes.

Understanding how we identify with our strengths and weaknesses is another thing that I have learned. People are more than their weaknesses or disabilities. This doesn’t mean we deny these parts of ourselves, because it is good to acknowledge our limitations and what makes us unique. Some people look like they don’t have a disability and may even need to advocate for themselves to make sure the world understands their needs and limitations. You may see someone young without a physical limitation in the disability seat on the bus, but you don’t know their full story. They may have balance issues, anxiety, epilepsy, a brain injury, or who knows what else. For people who do have a visible disability, there is no need to go out of your way to avoid saying the obvious truth for the sake of politically correctness. No one should ever feel ashamed of addressing their own disability. However it is good to not probe and prod that vulnerable side, more so when you don’t know that person well.

There is a difference between how people with disabilities relate to their disabilities if their disabilities were acquired later in life or if they were born with them. If the disability is a new change in their self-concept or identity, staying mindful and sensitive helps leave room for people to relate to it on their own terms without feeling provoked. For people who were born with a disability, they never felt anything has changed or been taken away from them. They’ve identified with it for their whole lives and are accustomed to the way they’ve always been. They may feel completely comfortable identifying with their disability. But for the most part, getting to know people first for who they are and their personal story, not their disability story, is the best way to go. It shows that you are genuinely interested in them as a person and not just their disability. Once they see you care about them and see them for who they are, let them tell you. Of course, as a disclaimer, everyone with a disability is different. This is just my personal understanding as someone who has been introduced to the world of disabilities.

Another thing I’ve learned from working with people with disabilities is learning what equality really means. No one wants to be glorified or romanticized if it turns them into an “other” or a spectacle to marvel at. Also, no one ever wants pity or sympathy for simply being different. I don’t need sympathy because I have freckles. Is there something wrong with having freckles? And don’t let me win just because I have freckles. I can tell you are pulling the sympathy card. Sometimes we lower our standards and expect too little from people with disabilities. Accommodate only what’s needed but not more than that because it belittles what someone can do. Some people with disabilities actually take advantage of this and cheat the system or use their disability as an excuse for their behavior. This can be anything from being excused from taking tests when someone really can take tests, or touching someone’s butt on the bus. Not everyone is as innocent as they seem.

This goes without saying, but let talent, skill, ability shine where it naturally shines. Sometimes people are scared to see how far someone can go because they don’t want the harsh realities of the world to hurt them. Because stigma exists, they feel that their friend or family member with a disability can’t compete in the world alongside people without disabilities. They may worry that if they were successful then fingers would point and say it was only because of the disability that they were successful. The world is changing and if your loved one has found their passion and it gives their life meaning, they have figured out something that many of us are still struggling with. Let them have their chance.

Working with people with disabilities has taught me many things, but mostly it taught me a lot about myself and my values and how I relate to others. It has made me see people and the world differently, and has expanded my reality. It has made me value open-mindedness and creativity in a way that can help me learn to overcome barriers. Working with people with disabilities has impacted me in ways I couldn’t have predicted and is a big part of my life and my personal development. I cherish every moment of it.

Your friend,

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How to Write a Personal Statement for an SEN Teaching Assistant Role

• June 27, 2022

A personal statement (usually placed near the top of your CV beneath your contact details) is your chance to summarise your qualifications, experience, and key skills to highlight what you can offer to a prospective employer. 

Ideally, you should tailor your personal statement to each job that you apply for. This should be relatively easy to do since the jobs you’ll be applying for will probably be similar if they’re all in an SEN (special educational needs) environment. However, we advise that you always read the job description every time you apply for a new role. This is to ensure that you can provide relevant information in your personal statement which will help demonstrate the qualities a prospective employer is seeking in order to fill the role. For example, if you’re applying for an SEN teaching assistant job, then you’ll need to highlight your experience of working with SEN students and the key skills you acquired.

To help you successfully gain a special educational needs teaching assistant job, you need to have a personal statement that stands out. Your personal statement should be professional, but the key word here is personal; make it distinctive by providing the facts, such as the where and when (where did you teach and in what year), and then infuse your characteristics by detailing the how and the what (how you went about the day-to-day tasks and what you achieved). 

The start of a good personal statement should look something like this:

An empathetic, patient, and extremely dedicated teaching assistant, with experience and particular enthusiasm for working in special educational needs. In my previous role, as an SEN teaching assistant, I supported students in their learning, helping them to achieve their individual goals by adapting my teaching methods accordingly.

To create a personal statement that will make you stand out to a prospective employer, there are a few key pieces of information that you must include. With this in mind, we have put together a small list that should hopefully assist you when you come to write your personal statement for an SEN teaching assistant job.

What to include in an SEN teaching assistant personal statement:

1. mention any top achievements you’ve had.

Hopefully, these are relevant to the position you are applying for. However, even if your top achievement isn’t related to special educational needs, it is worth still mentioning it as employers like to see you have other passions in life. But you should also try to add another achievement or something that you’re particularly proud of, which you can relate to SEN.

2. Describe yourself using attributes needed for the role you are applying for

An example of this would be:

An empathetic, patient, and extremely dedicated teaching assistant, with experience and particular enthusiasm for working in special educational needs.

SEN teaching assistants need to be empathetic, patient, and very dedicated in order to effectively achieve their day-to-day tasks and, ultimately, help their students meet their learning goals. But there may be other personal qualities a prospective employer is seeking, which is why you should always check the job description so that you can tailor your personal statement to suit. 

3. Highlight any previous experience you have and the skills you acquired

You should link these skills to the job you are applying for. For example, you may be applying for an SEN teaching assistant position within a school, whereas your only previous experience could be from working voluntarily at a community centre where you supported children with SEN.

Although the previous role wasn’t within a school, the skills gained while working in a community centre will still be very relevant; you would have been exposed to children of various ages with numerous needs and you would have had to adapt your communication skills and your method of support.

This level of commitment and adaptability is exactly what prospective employers are looking for. This is also your opportunity to mention any qualifications you may have gained which will further demonstrate your dedication to the sector. 

4. Think about your aspirations for the future

Explain how the job you are applying for fits in with these future goals. A prospective employer wants to see that you have a genuine interest in pursuing a career within a special educational needs environment. So, to get an idea of what you’d like to be doing further down your career path, do some research into the sort of jobs that are available, and to where/how you can progress from the job you are applying for.

This will give you further insight into the SEN sector to enable you to establish your goals. You’ll then be able to include these goals in your personal statement which means a prospective employer will, hopefully, see longevity if they were to hire you.

5. Demonstrate you know what the job entails

If you have covered all of the above four areas in your personal statement, then you should have successfully demonstrated that you know what’s expected of an SEN teaching assistant. But, again, make sure you have thoroughly read the role description of the job you’re applying for, and include a couple of short examples from your previous experience that can prove you have exactly what it takes to be an SEN teaching assistant.

Now that you know how to successfully write a personal statement, take a look at the SEN teaching assistant jobs currently available.

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Teaching Personal Statement

Sample Teaching Personal Statement

Throughout my twenty-year teaching career I have gained extensive skills in training and management, alongside working directly with children within the early years. Through these roles I have seen the impact that my experience within teaching has had on my ability to assess and report on a range of issues. I have also undertaken regular academic study and professional training to ensure that I can offer feedback, allowing me to provide successful mentoring as well as assessment.

Translating teaching experience into academic qualification, through studying for an Early Years Education degree , offered an opportunity to develop analytical skills. Academic study required the collection, analysis and interpretation of evidence and the consistent recording of relevant findings. Essay writing and project work all contributed to the experience of gathering evidence, whether consulting previous studies or conducting my own. Receiving consistent recognition for my outstanding performance demonstrates that I have achieved a level of excellence in this area.

My experience of gathering, analysing and interpreting evidence within an academic context was assisted by employment experience of management and training, including performing various roles as supervisor, manager, chairperson and governor. Each of these roles has required the assessment of staff performance and institutional processes, as well as reporting on findings at committee meetings or in writing.

My prior role in pre-school management demonstrates my dedication to facilitating learning through training and supervision, requiring awareness of the impact of management level decisions on the quality of education. Decisions related to educational planning, using the Early Years Educational Framework, have to be considered, alongside practical concerns, such as budget restrictions. Implementing this framework through managing a pre-existing team required organisational and diplomatic skill. A dedicated attitude to training and development allowed me to gain the skills necessary to achieve this; while a fair, reasonable approach to feedback allowed me to instil the same in my colleagues, and to incorporate new ideas. This approach to constructive feedback also allowed me to offer structured guidance to students visiting from local colleges.

I was also responsible for the recruitment and training of staff, control of budgets and the creation of strong relationships between colleagues and parents. While my role chairing the committee required the consideration and mediation of disparate viewpoints, the ultimate responsibility for key decisions was mine. I believe that accepting this responsibility demonstrated my ability to weigh up the evidence to reach balanced judgements, which always benefited the children.

In any management role I have found that communication skills are essential. Alongside academic writing abilities, I have regularly taken responsibility for producing a range of documents, from staff and pupil records to planning, training and fundraising documents. I have also been instrumental in producing a monthly 35-page parish magazine, requiring an eye for detail and a strong grasp of word processing and publishing IT packages, as well as the ability to respond to the concerns of contributors and advertisers. Through staff management and training I have honed my ability to offer constructive feedback verbally, while my work as a member of various committees has offered invaluable opportunities to both mediate and lead discussion, defending, interpreting and adjusting my viewpoint where necessary.

I have adhered to consistently high standards of professional conduct. I have remained passionate about gaining knowledge and experience to ensure that I can successfully fulfil each role. Having worked across a range of educational institutions, I have gained experience of and adapted to the relevant frameworks for each, both in the classroom and in simpler aspects, such as health and safety legislation. Having worked in early years education in the UK and Australia I have also shown an ability to adapt swiftly and effectively in international contexts, ensuring I provide the same high standard in each. Alongside this knowledge of the practical aspects of each role I have also strived to maintain strong, professional relationships with all stakeholders and have proven valuable as a committee member and in supervisory roles. My passionate and reflective approach to ensuring an excellent education for all children has not only shown in my management and administrative work, however, but has also inspired enthusiasm within the educational environment. Having worked with children of all ages, and having worked extensively with children with special educational needs, including autism, Down’s Syndrome, cerebral palsy and visual and hearing impairments, it is my commitment to equality, diversity and excellence in education, and in the various challenges that these values present, that has inspired my commitment to my professional development and the development of others.

We hope you’ve found this sample teaching personal statement to be helpful.

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Ethical Principles and Practice Standards

Special Education Professional Ethical Principles

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Professional special educators are guided by the Council for Exceptional Children (CEC) professional ethical principles, practice standards, and professional policies in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

• Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.
• Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.
• Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.
• Practicing collegially with others who are providing services to individuals with exceptionalities.
• Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.
• Using evidence, instructional data, research, and professional knowledge to inform practice.
• Protecting and supporting the physical and psychological safety of individuals with exceptionalities.
• Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.
• Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in the laws, regulations, and policies.
• Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.
• Engaging in the improvement of the profession through active participation in professional organizations.
• Participating in the growth and dissemination of professional knowledge and skills.

Translations

CEC Ethics in Arabic CEC Ethics in English CEC Ethics in Greek CEC Ethics in Korean CEC Ethics in Russian CEC Ethics in Spanish CEC Ethics in Traditional Chinese

Translations coordinated by Alice Farling on behalf of DISES.

Special Education Standards for Professional Practice

• Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities.
• Identify and use evidence-based practices that are appropriate to their professional preparation and are most effective in meeting the individual needs of individuals with exceptionalities.
• Use periodic assessments to accurately measure the learning progress of individuals with exceptionalities, and individualize instruction variables in response to assessment results.
• Create safe, effective, and culturally responsive learning environments which contribute to fulfillment of needs, stimulation of learning, and realization of positive self-concepts.
• Participate in the selection and use of effective and culturally responsive instructional materials, equipment, supplies, and other resources appropriate to their professional roles.
• Use culturally and linguistically appropriate assessment procedures that accurately measure what is intended to be measured, and do not discriminate against individuals with exceptional or culturally diverse learning needs.
• Only use behavior change practices that are evidence-based, appropriate to their preparation, and which respect the culture, dignity, and basic human rights of individuals with exceptionalities.
• Support the use of positive behavior supports and conform to local policies relating to the application of disciplinary methods and behavior change procedures, except when the policies require their participation in corporal punishment.
• Refrain from using aversive techniques unless the target of the behavior change is vital, repeated trials of more positive and less restrictive methods have failed, and only after appropriate consultation with parents and appropriate agency officials.
• Do not engage in the corporal punishment of individuals with exceptionalities.
• Report instances of unprofessional or unethical practice to the appropriate supervisor.
• Recommend special education services necessary for an individual with an exceptional learning need to receive an appropriate education.
• Represent themselves in an accurate, ethical, and legal manner with regard to their own knowledge and expertise when seeking employment.
• Ensure that persons who practice or represent themselves as special education teachers, administrators, and providers of related services are qualified by professional credential.
• Practice within their professional knowledge and skills and seek appropriate external support and consultation whenever needed.
• Provide notice consistent with local education agency policies and contracts when intending to leave employment.
• Adhere to the contracts and terms of appointment, or provide the appropriate supervisor notice of professionally untenable conditions and intent to terminate such employment, if necessary.
• Advocate for appropriate and supportive teaching and learning conditions.
• Advocate for sufficient personnel resources so that unavailability of substitute teachers or support personnel, including paraeducators, does not result in the denial of special education services.
• Seek professional assistance in instances where personal problems interfere with job performance.
• Ensure that public statements made by professionals as individuals are not construed to represent official policy statements of an agency.
• Objectively document and report inadequacies in resources to their supervisors and/or administrators and suggest appropriate corrective action(s).
• Respond objectively and non-discriminatively when evaluating applicants for employment including grievance procedures.
• Resolve professional problems within the workplace using established procedures.
• Seek clear written communication of their duties and responsibilities, including those that are prescribed as conditions of employment.
• Expect that responsibilities will be communicated to and respected by colleagues, and work to ensure this understanding and respect.
• Promote educational quality and actively participate in the planning, policy development, management, and evaluation of special education programs and the general education program.
• Expect adequate supervision of and support for special education professionals and programs provided by qualified special education professionals.
• Expect clear lines of responsibility and accountability in the administration and supervision of special education professionals
• Maintain a personalized professional development plan designed to advance their knowledge and skills, including cultural competence, systematically in order to maintain a high level of competence.
• Maintain current knowledge of procedures, policies, and laws relevant to practice.
• Engage in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.
• Advocate that the employing agency provide adequate resources for effective school-wide professional development as well as individual professional development plans.
• Participate in systematic supervised field experiences for candidates in preparation programs.
• Participate as mentors to other special educators, as appropriate.
• Recognize and respect the skill and expertise of professional colleagues from other disciplines as well as from colleagues in their own disciplines.
• Strive to develop positive and respectful attitudes among professional colleagues and the public toward persons with exceptional learning needs.
• Collaborate with colleagues from other agencies to improve services and outcomes for individuals with exceptionalities.
• Collaborate with both general and special education professional colleagues as well as other personnel serving individuals with exceptionalities to improve outcomes for individuals with exceptionalities.
• Intervene professionally when a colleague’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.
• Do not engage in conflicts of interest.
• Assure that special education paraeducators have appropriate training for the tasks they are assigned.
• Assign only tasks for which paraeducators have been appropriately prepared.
• Provide ongoing information to paraeducators regarding their performance of assigned tasks.
• Provide timely, supportive, and collegial communications to paraeducators regarding tasks and expectations.
• Intervene professionally when a paraeducator’s behavior is illegal, unethical, or detrimental to individuals with exceptionalities.
• Use culturally appropriate communication with parents and families that is respectful and accurately understood.
• Actively seek and use the knowledge of parents and individuals with exceptionalities when planning, conducting, and evaluating special education services and empower them as partners in the educational process.
• Maintain communications among parents and professionals with appropriate respect for privacy, confidentiality, and cultural diversity.
• Promote opportunities for parent education using accurate, culturally appropriate information and professional methods.
• Inform parents of relevant educational rights and safeguards.
• Recognize and practice in ways that demonstrate respect for the cultural diversity within the school and community.
• Respect professional relationships with students and parents, neither seeking any personal advantage, nor engaging in inappropriate relationships.
• Do not knowingly use research in ways that mislead others.
• Actively support and engage in research intended to improve the learning outcomes of persons with exceptional learning needs.
• Protect the rights and welfare of participants in research.
• Interpret and publish research results with accuracy.
• Monitor unintended consequences of research projects involving individuals with exceptionalities, and discontinue activities which may cause harm in excess of approved levels.
• Advocate for sufficient resources to support long term research agendas to improve the practice of special education and the learning outcomes of individuals with exceptionalities.
• Maintain accurate student records and assure that appropriate confidentiality standards are in place and enforced.
• Follow appropriate procedural safeguards and assist the school in providing due process.
• Provide accurate student and program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices.
• Maintain confidentiality of information except when information is released under specific conditions of written consent that meet confidentiality requirements.
• Engage in appropriate planning for the transition sequences of individuals with exceptionalities.
• Perform assigned specific non-educational support tasks, such as administering medication, only in accordance with local policies and when written instructions are on file, legal/policy information is provided, and the professional liability for assuming the task is disclosed.
• Advocate that special education professionals not be expected to accept non-educational support tasks routinely.

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Psychology personal statement example 67.

I first became interested in psychology whilst discussing the underlying causes of criminal behaviour and non-conformity with my father.

The nature-nurture debate gave me a huge desire to increase my knowledge and understanding of the human condition. I selected psychology as a GCSE option and this has been an inspirational part of my educational experience ever since. I have been intrigued by the complex mental processes and interactions that shape human behaviour and lead to differing psychological approaches and their assumptions.

From this my own passion for developmental psychology has emerged. I am fascinated by the environmental and biological impacts on human development in our early years and how unique experiences combine to shape identity and behaviour in later life.

This interest has led me to wider reading of noted psychologists such as Erikson and Kohlberg and I have gained a greater appreciation of their influential theories. To give my theoretical knowledge a practical grounding, I recently volunteered at a local primary school: an invaluable experience where I was able to observe Erickson's stages of development at first.

Observing the development of children across Key Stages has consolidated much of the learning I have acquired in the classroom. I was able to work with the Special Needs Co-ordinator and participate in support sessions involving children with a wide range of Special Educational Needs which has given me a new perspective on my classroom experiences.

I also had the opportunity to meet with an educational psychologist where I was able to discuss her role and the various strategies used to apply psychological theory in an educational setting.

I also enjoy my other subjects which complement my study of psychology. Theology has developed my ability to evaluate different points of view and to construct complex arguments effectively.

My interest in this subject led me to enter a theology essay writing competition where I won second prize. History has helped me to understand how the context and interpretation of facts can offer differing perspectives on events. This has led me to consider the influence of historical context on the development of psychological theories, for example, Milgram's obedience studies.

Mathematics has improved my ability to apply theories to problem solving, and to interpret and analyse complex data.

I am hardworking and conscientious in all aspects of my life. I have had paid employment since I was 14 where I have been responsible for both cash and customer service and always worked as part of a team. I am currently employed as an attendant and swimming teacher by the local swimming pool.

A new interest for me has been becoming part of the debating society at Loreto. This has helped develop my confidence and public speaking skills.

It has also increased my awareness of contemporary issues, enhanced my ability to appreciate all perspectives and helped me to become more dispassionate and objective, especially when presenting an argument with which I disagree!

I have studied dance since I was 4 years old and am currently a member of two dance associations where I study, perform and provide support for the whole team in rehearsals and in public performance.

This has worked wonders for my self-confidence. I enjoy other sports such as hockey, swimming and kick-boxing which help me to relax as well as remain fit.

In summary I believe that I have the academic ability and subject passion to succeed at University. I believe that my personal qualities and life experiences so far, including my balancing of part time employment alongside college work, volunteering and my various hobbies, equip me to enjoy and contribute to University life

Profile info

This personal statement was written by RachaelClare36 for application in 2012.

RachaelClare36's university choices The University of Birmingham Cambridge University University College London

Green : offer made Red : no offer made

Degree Psychology at University College London

RachaelClare36's Comments

My personal statement took a lot of time and I had to edit out A LOT of information as there was just too much.

I don't know how good it is compared to others, but its got me to where i want to go ....

This personal statement is unrated

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Special Needs Assistant Cover Letter Examples & Writing Tips

Use these Special Needs Assistant cover letter examples and writing tips to help you write a powerful cover letter that will separate you from the competition.

Table Of Contents

• Special Needs Assistant Example 1
• Special Needs Assistant Example 2
• Special Needs Assistant Example 3
• Cover Letter Writing Tips

Special needs assistants work with students who have physical, emotional, or learning disabilities. They help these students to succeed in school and to live as independently as possible.

To be a successful special needs assistant, you need to be patient, caring, and organized. In addition, you must be able to work with a variety of people, including students, parents, and teachers.

Use these examples and tips to write a cover letter that will show hiring managers that you’re the perfect candidate for the job.

Special Needs Assistant Cover Letter Example 1

I am excited to be applying for the Special Needs Assistant position at the Sunshine School. I have worked as a paraprofessional in a school setting for the past six years and have experience working with students who have a variety of special needs. I am passionate about helping students reach their fullest potential and believe that I can make a positive impact in the lives of the students at the Sunshine School.

I am skilled in creating an inclusive and supportive environment for students with special needs. I have experience working with students who have autism, Down syndrome, and ADHD, among other conditions. I am patient and compassionate, and I have a knack for adapting my teaching style to meet the needs of each student.

In addition to my experience in the classroom, I also have experience in working with families. I understand the importance of collaborating with parents to ensure that the student is receiving the best possible care both at school and at home. I am committed to working closely with families to create a team approach to supporting the student.

Thank you for your time and consideration. I look forward to speaking with you further about the Special Needs Assistant position at the Sunshine School. I am confident that I have the skills and experience to be a valuable member of your team.

Special Needs Assistant Cover Letter Example 2

I am writing to apply for the Special Needs Assistant position that was recently advertised on your company website. I am confident that I have the skills and qualifications that you are looking for, and I am eager to put my experience to work for your organization.

I have been working as a Special Needs Assistant for the past three years and have gained a great deal of experience in this field. I am knowledgeable about the different types of disabilities and how to best support and assist individuals with special needs. I am patient, compassionate, and have a strong desire to help others. I am also skilled in providing personal care, assisting with meals, and helping with daily activities.

I am confident that I can be a valuable asset to your team and I look forward to the opportunity to discuss this position further with you. Thank you for your time and consideration.

Special Needs Assistant Cover Letter Example 3

I am writing to express my interest in the Special Needs Assistant position that you have posted. I believe that my experience working with children with special needs, as well as my education and training make me a strong candidate for this position.

I have worked with children with special needs for the past five years. I have worked at two different daycares, both of which were part of larger facilities that served children with special needs. My duties included assisting the teachers with daily activities such as feeding, dressing, and changing diapers. I also helped the teachers with physical therapy exercises and other therapeutic activities. I was responsible for keeping the children occupied during these activities by playing games or reading to them.

In addition to my work experience, I have completed a number of courses on working with children with special needs. These courses have taught me how to interact with children who have different abilities and how to best meet their individual needs. I am currently enrolled in a course on autism spectrum disorders, which will be completed in May of next year.

I am confident that my experience and education would allow me to be an asset to your school. I am very comfortable working with children of all ages and abilities. I am also very comfortable working independently or as part of a team. I am available to answer any questions that you may have about my qualifications or experience. Thank you for your time and consideration.

Special Needs Assistant Cover Letter Writing Tips

1. showcase your experience.

When writing a cover letter for a position as a special needs assistant, it’s important to showcase your experience and how it will benefit the school district you’re applying to. Some great ways to do this include:

• Mentioning your past experience working with children who have special needs.
• Detailing the type of support you’ve provided in the past (e.g., emotional support, academic support, physical support) and how it’s helped the child improve academically or socially.
• Explaining how you’ve created a safe and supportive environment for the child, whether it was in a school setting or in another type of care arrangement.

2. Highlight your skills

In addition to experience, it’s important to highlight your skills in your cover letter. This will show hiring managers that you have the necessary skills to be successful in the role. Some great skills to mention include:

• Ability to develop positive relationships with children and their families
• Strong communication and problem-solving skills
• Compassionate and patient personality

3. Customize your cover letter

Just as you would for any other job, customize your cover letter by highlighting how your skills and experience make you the perfect candidate for the position. For example, if the school district is looking for someone who can provide emotional support to children, be sure to mention any experiences you have in this area.

4. Proofread your cover letter

One of the best ways to make sure your cover letter is error-free is to proofread it. This will show hiring managers that you’re detail-oriented and take your job seriously.

Senior Executive Assistant Cover Letter Examples & Writing Tips

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Special Needs Assistant Resume Examples

For job seekers looking to enter the special needs assistant field, one of the most important pieces of the job search process is writing a resume. A resume can serve as a first impression, and is a key factor in determining whether or not you will be called in for an interview. To help you get started, this guide provides tips on how to write an effective resume, as well as examples of resumes written by special needs assistants. With the right resume, you can be one step closer to landing your dream job!

If you didn’t find what you were looking for, be sure to check out our complete library of resume examples .

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Special Needs Assistant

123 Main Street | Anytown, USA 99999 | Phone: (123) 456-7890 | Email: [email protected]

Dedicated Special Needs Assistant with 5 years of experience in providing assistance to individuals with special needs of various ages and abilities. Proven ability to deliver both one- on- one support and group instruction in order to assist in meeting both physical and emotional needs. A passionate individual who is committed to make a positive difference in the lives of individuals with special needs.

Core Skills :

• Experience working with individuals with physical, mental, and emotional disabilities
• Strong interpersonal and communication skills
• Proficient in documenting and providing feedback
• Knowledge of special needs behavior interventions
• Ability to create and modify special needs lesson plans
• Familiar with medical terminology

Professional Experience : Special Needs Assistant, ABC School, 2018- Present

• Assisted in the development, modification, and implementation of IEPs
• Created lesson plans that are tailored to the individual needs of students
• Monitored student progress and provided feedback to parents and teachers
• Assisted students with daily living skills and daily activities
• Provided consultations to parents and teachers on student progress
• Participated in parent- teacher conferences

Special Needs Assistant, XYZ School, 2015- 2018

• Assisted students with communication, academic and social skills
• Provided one- on- one assistance to students with special needs
• Worked with a variety of disabilities ranging from mild to severe
• Collaborated with parents and teachers to ensure the best outcomes for students
• Implemented behavior modification techniques to help manage student behavior
• Assisted in the development of IEPs and monitored student progress

Education : Bachelor of Science in Special Education, ABC University, 2015

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Special Needs Assistant Resume with No Experience

Dedicated and patient individual seeking to leverage knowledge and compassion to help people with special needs. Possesses a strong desire to support and assist those in need and has an eagerness to learn more in order to provide the best possible care.

• Excellent communication skills
• Highly organized
• Strong interpersonal skills
• Adaptable to different needs
• Ability to multitask
• Knowledge of special needs care

Responsibilities

• Assist in daily activities such as personal hygiene, dressing, and meals
• Help with physical activities such as walking, transferring, and exercise
• Provide companionship and support to ensure safety and well- being
• Provide emotional and social support to individuals with special needs
• Create a comfortable and stimulating environment in order to promote learning and development
• Monitor and record progress to ensure the individuals’ needs are met in a timely manner
• Maintain records of services and progress
• Work with families and caregivers to ensure a positive and successful experience

Experience 0 Years

Level Junior

Education Bachelor’s

Special Needs Assistant Resume with 2 Years of Experience

Motivated and dedicated Special Needs Assistant with two years of experience providing exceptional support to individuals with special needs. Excellent ability to build positive relationships with those in need and their families. Possesses strong communication skills and a patient demeanor while dealing with challenging situations. Demonstrated expertise in providing companionship, personal care and assistance to those with physical and mental disabilities.

• Ability to develop strong relationships with individuals with special needs
• Knowledge of applicable government regulations and policies
• Excellent communication, problem solving and multitasking abilities
• Strong understanding of individualized care plans
• Ability to remain calm and professional in difficult situations
• Proficient in the use of adaptive technology

Responsibilities :

• Provided personal care for individuals with physical and mental disabilities
• Assisted clients in their daily living activities, including bathing, dressing and grooming
• Developed individualized care plans in accordance with the client’s needs
• Monitored and documented each client’s progress
• Facilitated social, recreational and educational activities
• Provided companionship and emotional support to those in need
• Transported clients to medical appointments and recreational activities

Experience 2+ Years

Special Needs Assistant Resume with 5 Years of Experience

I am an experienced and compassionate Special Needs Assistant with 5 years of experience providing support to special needs children and their families. Through my experience, I have developed strong communication and problem- solving skills, as well as a deep understanding of the unique needs of special needs individuals and their families. I am passionate about helping individuals with special needs reach their full potential and am committed to providing the highest level of care.

• Excellent communication and interpersonal skills
• Strong problem- solving and organizational abilities
• A deep understanding of the unique needs of special needs individuals and their families
• Ability to multi- task and prioritize
• Ability to maintain confidentiality
• Assisting special needs individuals with daily activities including dressing, bathing, and eating
• Developing and implementing educational and recreational activities
• Providing physical, emotional, and behavioral support to special needs individuals
• Creating individualized educational and behavioral plans
• Supervising and monitoring special needs individuals at school, home, and recreational activities
• Coordinating with doctors, therapists, and other professionals
• Assisting with medical appointments as necessary

Experience 5+ Years

Level Senior

Special Needs Assistant Resume with 7 Years of Experience

Highly motivated, compassionate and patient Special Needs Assistant with 7+ years of experience working with individuals with various disabilities. Possess excellent communication and interpersonal skills, as well as an in- depth understanding of the unique needs of individuals with special needs. Skilled in providing guidance and support that enables individuals to function independently and thrive. Dedicated to creating an environment that is conducive to learning and development.

• Provide support, guidance, and direction to individuals with disabilities
• Develop and implement individualized care plans
• Create and maintain positive and supportive relationships with individuals with disabilities and their families
• Monitor individual progress and modify care plans as needed
• Organize and lead activities to promote learning and development
• Educate individuals, families, and staff on proper care techniques
• Assist with personal hygiene, feeding and mobility
• Provided support and assistance to individuals with physical, emotional, mental and developmental disabilities
• Developed individualized care plans and monitored each individual’s progress
• Organized and led activities to promote learning and development
• Collaborated with other professionals to create a supportive environment for the individuals
• Assisted individuals with personal hygiene, feeding, and mobility needs
• Educated individuals, families, and staff on proper care techniques and safety procedures
• Created and maintained positive and supportive relationships with individuals and their families

Experience 7+ Years

Special Needs Assistant Resume with 10 Years of Experience

I am an experienced Special Needs Assistant who has worked in the field for 10 years. I have excellent interpersonal skills, as well as the ability to effectively communicate with a wide range of individuals, including those with special needs. I am proficient in providing direct care to all levels of special needs and have extensive experience in designing and implementing personalized care plans. My goal is to ensure that the needs of the patient are met in the best way possible.

• Excellent interpersonal skills
• Ability to communicate with individuals of all levels
• Proficient in providing direct care to those with special needs
• Ability to design and implement personalized care plans
• Compassionate and patient- centered approach
• Strong problem- solving and time management skills
• Assisted in providing direct care to individuals with special needs
• Implemented personalized care plans to meet the needs of the patient
• Provided assistance to individuals with physical and mental disabilities
• Assisted with daily living tasks such as dressing, bathing, and meal preparation
• Monitored patient’s progress and behavior and reported any changes to the medical staff
• Provided emotional and psychological support to individuals with special needs
• Collaborated with other healthcare professionals to ensure the best care for the individual

Experience 10+ Years

Level Senior Manager

Education Master’s

Special Needs Assistant Resume with 15 Years of Experience

A highly experienced Special Needs Assistant with 15 years of experience working in both educational and residential settings. Adept in developing and managing individual plans, providing support to families, and monitoring and recording progress. Possesses excellent interpersonal and communication skills, with the ability to build relationships quickly with students and families. Committed to providing a safe and secure environment while promoting independence and life skills development.

• Proficient in developing and implementing individual plans
• Excellent interpersonal and communication skills
• Ability to build relationships quickly with students and families
• Knowledge of assisting with medical and emergency procedures
• Ability to work in both educational and residential settings
• Experience using various assistive technology devices and software
• Developing and managing individual plans according to the individual’s needs
• Supporting families in understanding and meeting the individual needs of their children
• Assisting in the development of life skills and independence
• Monitoring and recording progress in the individual’s development
• Assisting with medical and emergency procedures as needed
• Assisting with daily living activities such as dressing, toileting, and meal preparation
• Providing assistance with the use of assistive technology devices and software
• Performing other duties as assigned

Experience 15+ Years

Level Director

In addition to this, be sure to check out our resume templates , resume formats ,  cover letter examples ,  job description , and  career advice  pages for more helpful tips and advice.

What should be included in a Special Needs Assistant resume?

A Special Needs Assistant resume should contain all the standard information of a traditional resume, as well as additional information that highlights the qualifications and experiences necessary for working with special needs.

If you are applying for a position as a Special Needs Assistant, your resume should include the following:

• Work Experience: Include all relevant experience you have working with special needs individuals in educational, residential, and recreational settings. Mention any specialized credentials you may have, such as a degree in special education or a certification in Applied Behavior Analysis.
• Skills & Qualifications: Highlight any skills and qualifications that are specific to working with special needs individuals. Include any specialized qualifications such as working knowledge of the Individuals with Disabilities Education Act (IDEA), positive behavior intervention protocols, and experience in administering medication.
• Professional Accomplishments: Include any professional accomplishments that are related to special needs, such as awards or recognition you may have received for your work with special needs children or adults.
• Leadership & Teamwork: Showcase any leadership or teamwork experience you have that is related to special needs, such as leading a special needs support group or developing a new program to help children with special needs.
• Volunteer Work: Include any volunteer work you may have done that involves working with special needs individuals. This could be anything from helping out at a special needs day camp to participating in a special needs support group.

By including all of the above information on your resume, you can demonstrate your qualifications and experience necessary to be a successful Special Needs Assistant.

What is a good summary for a Special Needs Assistant resume?

A Special Needs Assistant is a professional responsible for providing specialized care for individuals with physical, intellectual, or mental impairments. These professionals are responsible for providing compassionate, high quality care for their clients, as well as implementing and monitoring appropriate activities, making sure communication between care providers is clear and effective, and providing support and guidance to families of the individual they are caring for.

When summarizing a Special Needs Assistant resume, it is important to highlight the key skills, qualifications, and experiences that are specific to this field. Examples of skills that should be included in the summary are: strong communication and interpersonal skills, a compassionate and patient nature, knowledge of special needs assistance strategies and techniques, the ability to work collaboratively with other healthcare professionals, and experience working with individuals with special needs. Additionally, the summary should include an overview of the applicant’s qualifications, such as any certifications or relevant education, as well as their experience providing special needs assistance.

In short, a good summary for a Special Needs Assistant resume should include a description of the applicant’s qualifications and experience, as well as their key skills and abilities that make them well-suited for this role.

What is a good objective for a Special Needs Assistant resume?

A Special Needs Assistant resume should showcase your skills and experience in helping special needs individuals achieve their goals. An effective objective statement will demonstrate your commitment to helping special needs individuals and will show employers how you can make a difference in the lives of those you assist. Here are some objectives you may want to consider when writing a Special Needs Assistant resume:

• Assist special needs individuals in achieving their personal goals and objectives with patience and compassion.
• Provide a supportive and safe environment for special needs individuals to learn, grow and develop.
• Advocate for special needs individuals in order to ensure their voices are heard and respected.
• Utilize creative problem-solving skills to come up with solutions to challenging scenarios.
• Maintain a positive attitude and a willingness to work with individuals of all abilities.
• Collaborate with family members, teachers, and other professionals to develop a plan of care that meets the needs of each individual.
• Stay up-to-date on best practices and trends related to special needs care.

How do you list Special Needs Assistant skills on a resume?

When applying for a Special Needs Assistant role, it is important to highlight your relevant skills and experience on your resume. Listing these skills and experiences accurately and concisely will give employers an understanding of your ability to provide a safe, supportive, and stimulating environment for individuals with special needs.

• Knowledge of various disabilities, including physical, intellectual and sensory impairments
• Experience working with individuals with special needs
• Ability to create individualized educational and recreational plans
• Excellent communication skills, both written and verbal
• Ability to manage challenging behaviors
• Ability to develop and implement behavior management strategies
• Knowledge of individual education plans (IEPs) and other legal requirements
• Ability to be proactive and to anticipate needs
• Excellent organizational and time management skills
• Ability to follow instructions and complete tasks in a timely manner
• Ability to work in a team setting, as well as independently
• Patience and understanding with individuals with special needs
• Ability to maintain confidentiality and professionalism at all times

What skills should I put on my resume for Special Needs Assistant?

A Special Needs Assistant is a professional that provides support to individuals with disabilities or other special needs. To be successful in this role, you must have several core qualities, such as empathy, compassion, patience, and strong communication skills. Additionally, you should possess a variety of technical, educational, and practical experience that is relevant to the position. Here is a list of skills you should include on your resume when applying for a position as a Special Needs Assistant:

• Experience with working with individuals with disabilities or special needs: You should demonstrate your knowledge and experience working with this population. This could include courses you have taken, workshops you have attended, or previous positions you have held in this field.
• Good communication skills: As a Special Needs Assistant, you must be able to clearly communicate with individuals who may have speech difficulties. You should be able to adjust your communication style to best suit the individual’s needs.
• Knowledge of special needs: You should be familiar with the different types of disabilities and special needs, as well as the different approaches to providing care and support.
• Empathy and compassion: It is essential that you approach the job with empathy and compassion. You must be able to understand and appreciate the individual’s situation and provide patient and personalized support.
• First aid and CPR certification: As a Special Needs Assistant, it is important that you are properly trained in first aid and CPR in case of an emergency.
• Organizational skills: You will be responsible for maintaining records and documentation, so it is important to have good organizational skills.
• Ability to lift and move heavy objects: Special Needs Assistants often need to lift or move individuals or objects. This requires you to have the physical strength and stamina to do so.

By including these skills on your resume, you can demonstrate that you have the right qualifications to be a successful Special Needs Assistant.

Key takeaways for an Special Needs Assistant resume

When creating a resume for a Special Needs Assistant position, it is important to highlight the key skills and qualifications required to effectively care for and assist individuals with special needs. Here are some key takeaways for an Special Needs Assistant resume:

• Include a section devoted to your education and experience. Be sure to include relevant certifications and training, as well as any volunteer experience you may have.
• Emphasize your compassionate and patient nature. Care for individuals with special needs often requires patience, and employers will want to be sure you have these qualities.
• Highlight any specialized skills and training you may have. Special Needs Assistants often need to understand how to manage and communicate with disabled individuals, so any specialized training or certifications related to this will be beneficial.
• Demonstrate your organizational and multitasking skills. Special Needs Assistants often have to manage multiple tasks at once, so employers will want to see that you have the ability to do this.
• List any relevant computer skills. Many Special Needs Assistants now have to use digital tools and technology to assist individuals with special needs, so any computer skills you have should be highlighted.

Overall, creating an effective resume for a Special Needs Assistant position requires highlighting your education, experience, and specialized skills. By emphasizing your compassionate nature, organizational and multitasking skills, and any relevant computer skills, you will be better prepared to demonstrate your qualifications for the job.

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IRS.gov offers last-minute filing tips, resources to help taxpayers who still need to file before April 15; special Saturday hours in 70 locations

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IR-2024-108, April 12, 2024

WASHINGTON — With the April tax deadline arriving next week, the Internal Revenue Service today reminded millions of last-minute tax filers that the agency has a variety of free tools and resources available on IRS.gov.

From tax preparation, answers to tax law questions, refund tracking, tax law research to business topics and more, IRS.gov has everything needed for taxpayers to file on time or get an easy, automatic six-month extension to file. The IRS also has special Saturday hours available at 70 Taxpayer Assistance Centers across the country to help taxpayers.

“Millions of taxpayers across the nation will be working on their tax returns during the final hours, and people should remember they have many ways to get last-minute help,” said IRS Commissioner Danny Werfel. “We have a variety of free tools on IRS.gov that can help with basic tax law questions, provide free filing options, update refund status and even provide ways to request an extension for more time to file. We’re continuing our expanded special assistance for taxpayers right through the final weekend of tax season with special Saturday hours at 70 locations.”

For most of the nation, the tax deadline is April 15. Taxpayers in Maine and Massachusetts have until April 17 to file and pay taxes due this year. This is because these states observe the Patriots’ Day holiday on April 15 this year and April 16 is the Emancipation Day holiday in the District of Columbia. Other taxpayers in disaster areas, certain active-duty military members and citizens living abroad automatically get more time to file; more details are below.

For taxpayers who need an extension of time to file their taxes, there are several options to get an automatic extension through Oct. 15. Although an extension grants extra time to file, it does not extend the obligation to pay taxes due on April 15, 2024. To avoid penalties and late fees, taxpayers who owe should pay either their full tax bill or at least what they can afford to pay by the April 15 deadline.

The IRS estimates 19 million taxpayers will file for an automatic extension.

The IRS has already received more than 100 million tax returns, with tens of millions more expected to be filed as the tax deadline approaches.

“Delivering tax season is a massive undertaking, and we greatly appreciate people in many different areas working long hours to serve taxpayers as the tax deadline approaches,” Werfel added. “This effort reaches far beyond the IRS and includes hard-working tax professionals, software providers, the payroll community as well as our colleagues in the state tax agencies. Their work helping taxpayers makes a difference.”

Get tax help, day or night

For those needing last-minute help, taxpayers will find filing information for individuals as well as businesses and self-employed on IRS.gov. For last-minute filers looking for free resources, IRS Direct File remains an option as does IRS Free File . Anyone can use IRS Free File to submit an extension of time to file regardless of their income.

IRS.gov is an important resource that can help in a number of areas:

• For answers to tax law questions, taxpayers will find tools like the Interactive Tax Assistant or they can use the Frequently Asked Questions tool to find answers to dozens of topics.
• To see federal tax information, taxpayers can use the Online Account . They'll find information such as a payoff amount, a balance owed, their payment history and key information from their current year tax return as originally filed. They can also get tax return transcripts.
• Use the Get Transcript tool to view, print or download their tax transcripts after the IRS has processed a return.
• Current and prior year forms , instructions and tax publications can be downloaded and printed anytime.
• Special information is available about tax credits and deductions , some of which can be overlooked. Available to individuals and businesses, credits can reduce the amount of tax due while deductions can reduce the amount of taxable income.
• Get the most up-to-date information about tax refunds using the Where's My Refund? tool and on the official IRS mobile app, IRS2Go .
• For payment information, Direct Pay is free and allows people to securely pay their taxes directly from their checking or savings account without any fees or registration. They can schedule payments up to 365 days in advance. After submitting a payment through Direct Pay, they’ll receive immediate confirmation. For more payment options, visit IRS.gov/payments .

Go paperless

The IRS encourages all taxpayers to file electronically and choose direct deposit to avoid refund delays. Filing on paper can significantly delay a refund. Tax software helps individuals steer clear of mistakes by doing the math. It also guides people through each section of their tax return using a question-and-answer format.

Some taxpayers get automatic extensions

Special rules offer some taxpayers more time without having to request an extension:

• U.S. citizens and resident aliens who live and work outside of the United States and Puerto Rico get an automatic two-month extension, until June 15, to file their tax returns. However, tax payments are still due April 15 or interest will accrue on the unpaid tax.
• Members of the military on duty outside the United States and Puerto Rico also receive an automatic two-month extension to file. Those serving in combat zones have up to 180 days after they leave the combat zone to file returns and pay any taxes due. Details are available in Publication 3, Armed Forces' Tax Guide .
• When the U.S. president makes a disaster area declaration, the IRS can postpone certain tax deadlines for taxpayers in affected areas. Taxpayers in qualified disaster areas do not need to submit an extension electronically or on paper. Information on the most recent tax relief for disaster situations can be found on the Extension of time to file your tax return page.

Find information on free local tax prep

The IRS' Volunteer Income Tax Assistance (VITA) program offers free basic tax return preparation to qualified individuals, including:

• People who generally make $64,000 or less.
• People with disabilities.
• Limited English-speaking taxpayers.

The Tax Counseling for the Elderly (TCE) program also offers free tax help for taxpayers, particularly those age 60 and older.

The VITA/TCE Site Locator can help eligible taxpayers find the nearest community-based site staffed by IRS-trained and certified volunteers. Demand is high for this service, so taxpayers may experience longer wait times for appointments. Taxpayers can use the locator tool to find an available site near them. It’s updated throughout the tax season, so individuals should check back or increase the distance from their location in their search if they don't see a nearby site listed.

MilTax , Military OneSource’s tax service, offers online software for eligible military members, veterans and their families to electronically file a federal return and up to three state returns for free.

Assistive technology options

At the online Alternative Media Center , taxpayers will find a variety of accessible products like screen reading software, refreshable Braille displays and screen magnifying software. These products include tax forms, instructions and publications. Many can be downloaded or viewed online as Section 508 compliant PDF, HTML, eBraille, text and large print.

Having trouble paying? IRS has options to help

For those who owe a payment with their tax return, the IRS has a number of payment options .

For taxpayers that are unable to pay in full by the tax deadline, the IRS recommends they should file their tax return and pay what they can, and apply for an online payment plan . By filing by the deadline, taxpayers will avoid failure to file penalties and interest – even if they’re unable to pay. Taxpayers can explore various payments options; they can receive an immediate response of payment plan acceptance or denial without calling or writing to the IRS. Online payment plan options include:

• Short-term payment plan – The total balance owed is less than $100,000 in combined tax, penalties and interest. Additional time of up to 180 days to pay the balance in full.
• Long-term payment plan – The total balance owed is less than $50,000 in combined tax, penalties and interest. Pay in monthly payments for up to 72 months. Payments may be set up using direct debit (automatic bank withdraw) which eliminates the need to send in a payment each month, saving postage costs and reducing the chance of default. For balances between $25,000 and $50,000, direct debit is required.

Though interest and late-payment penalties continue to accrue on any unpaid taxes after April 15, the failure to pay penalty is cut in half while an installment agreement is in effect. Find more information about the costs of payment plans on the IRS’ Additional information on payment plans webpage.

Adjust withholding to prevent tax "surprises"

Tax filing season is an excellent time for taxpayers to check their withholding to avoid a tax surprise when filing in 2025. Life events like marriage, divorce, having a child or an income change can all impact taxes.

The Tax Withholding Estimator helps people bring the tax they pay closer to what is owed. Employees can assess their income tax, credits, adjustments and deductions, and determine whether they need to change their withholding by submitting a new Form W-4, Employee's Withholding Allowance Certificate to their employer, not the IRS.

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