special education aide tasks

Special Education Instructional Assistant

You have the potential to make a significant difference in the lives of students with exceptional needs as a Special Education Instructional Assistant. You will collaborate closely with teachers and other educators to assist and direct students who may experience unique classroom issues.

Your job is essential to ensuring that kids with special needs receive the education they deserve, whether you assist with reading and writing, provide one-on-one instruction, or provide a pleasant face. With the  appropriate combination of compassion, patience, and knowledge , you can assist kids with special needs in achieving their full academic and social potential.

What Is a Special Education Instructional Assistant?

A SEIA is a trained individual who assists teachers with instructing pupils with disabilities. Assistants in special education often work under the supervision of a teacher in the field, and their duties range from assisting with independent work to providing one-on-one instruction.

SEIAs could also aid in developing and implementing IEPs (Individualized Education Programs) for students with exceptionalities. IEPs are important tools for adapting education to meet the needs of students with disabilities, as explained by the Understood organization . They typically consist of a set of yearly goals and annual objectives.

SEIAs can significantly influence the success of kids with exceptionalities. They can help students in ways that a classroom instructor might struggle to do alone, such as giving each student more time and attention. Further, they can aid in making the classroom more accessible to students with varying abilities.

SEIAs are educated experts; most employers look for at least a high school certificate , though others prefer an associate’s degree or special education certification. In some cases, they may also be needed to complete ongoing training to keep their license current.

The value of the Special Education Instructional Assistant cannot be overstated in helping students with disabilities realize their full potential for success in the classroom. Experts in their field collaborate closely with  special education teachers  to give students with unique needs the attention and care they deserve in a regular classroom context. They play a vital role in the academic experience for students who require it, and their efforts are greatly appreciated.

What Qualities Make a Good Special Education Instructional Assistant?

Several essential characteristics define an effective Special Education Instructional Assistant (SEIA). Among the most significant are the following:

• Patience:  SEIAs frequently work with children with special needs and may require additional time and assistance to comprehend and complete activities. A good SEIA will be patient and understanding and provide further help and support as necessary.
• Compassion:  SEIAs should genuinely be concerned for the success and well-being of the pupils they serve. They should have empathy and comprehend the specific obstacles students with exceptional needs face.
• Strong communication skills:  SEIAs will require strong communication skills to communicate effectively with kids, instructors, and parents. They must be able to properly clarify instructions, provide constructive criticism, and discuss student progress.
• Flexibility:  SEIAs must be able to adapt to the individual demands of each student and may need to modify their instructional methods and strategies accordingly.
• Strong organizational skills:  SEIAs must monitor student progress, keep records, and assist with arranging materials and resources.
• Understanding of Special Needs:  A competent SEIA should understand special education and various special needs, including learning difficulties, physical disabilities, and behavioral issues. Additionally, they should be knowledgeable about multiple tactics and interventions that can be used to assist students with exceptional needs, such as those involved in  special education behavior management .
• Creativity:  SEIA should be creative in discovering ways to engage and motivate children with special needs; they should be able to think outside the box and come up with new and novel teaching strategies .
• Professionalism:  SEIAs must exhibit professionalism in all contact with children, instructors, and parents and permanently preserve proper limits and confidentiality.
• Willingness to continue learning:  The field of special education is continuously evolving. Therefore a good SEIA should be willing to learn new ideas and techniques to assist students with exceptional needs.
• Positive attitude:  A good SEIA should have a positive attitude and be prepared to go above and beyond to assist children with special needs and improve their lives.

Special Education Instructional Assistant Job Description

The job of a Special Education Instructional Assistant (SEIA) is to help kids in mainstream classrooms who have special needs. A SEIA may be responsible for the following types of tasks:

• Help the special education instructor develop and carry out specialized lesson plans for each of their students.
• Help students in need by working with them individually or in small groups.
• Assist students with reading, writing, and other academic duties when working alone.
• Help maintain order in the classroom and foster productive learning environments for kids.
• Share information about your student’s progress and coordinate services and support with parents, teachers, and other staff members through regular communication.
• Help the special education instructor with lesson planning, grading, and materials creation.
• Take advantage of workshops , seminars, and other educational opportunities to advance your career.
• Assist children with disabilities in after-school activities like athletics and field excursions.
• Be well-versed in and adhere to the school’s special-needs-related policies, procedures, and regulations.
• Keep track of student data and deliver regular progress updates.
• Carry out additional responsibilities as directed by the special education teacher or principal.

Teachers’ aides in special education settings need to have strong people skills and the ability to empathize with and support students with various challenges, including learning, physical ability, and behavioral issues. They should also be able to coordinate with other faculty members to make the school more welcoming to kids with disabilities.

What Should Be Included in a Special Education Instructional Assistant Resume?

When composing a CV for a Special Education Instructional Assistant (SEIA) employment, it is crucial to emphasize your relevant qualifications and expertise. Some of the essential components of a SEIA resume include the following:

• Contact information:  Your name, address, telephone number, and email address should be prominently at the top of your CV.
• Summary or objective:  A concise statement summarizes your qualifications and accentuates your relevant experience and skills.
• Education:  Include any applicable education or training, such as a high school diploma, an associate’s degree, or special education certification.
• Work experience:  List your relevant work experience, including the job title, employer, employment dates, and primary tasks and accomplishments.
• Skills:  Highlight any abilities that are particularly applicable to the role of SEIA, such as experience working with students with special needs, knowledge of special education, and good organizational skills.
• Certifications:  List any pertinent certifications, such as special education or first aid certification.
• Volunteer work and extracurricular activities:  Include relevant volunteer experience and extracurricular activities on your CV if they reflect your dedication to working with students with special needs.
• Relevant coursework:  Include relevant coursework on your resume if you have completed relevant coursework in special education or related subjects.
• Language proficiency:  If you speak more languages, you should include them on your CV since they might benefit you.
• Additional relevant information:  Include all pertinent information that would help you stand out as a candidate for the SEIA position in your CV.

It is essential to remember that a resume should be concise and well-organized, with an easy-to-read font and professional design. Customize your resume to the position you are applying for, and ensure it shows your most relevant qualifications and experience.

Differences Between an Instructional Assistant and a Paraprofessional

An Instructional Assistant (IA) and a Paraprofessional work in schools, but each has a unique set of tasks and duties.

An instructional assistant (IA) is a member of the support staff in a school who works directly with students and teachers. They may also aid classroom administration and organization by interacting with students individually or in small groups to provide supplementary lessons and assistance.

A Paraprofessional (also known as a teaching assistant or educational assistant) is a member of the support staff who works directly under the supervision of a teacher or other licensed professional and who may assist with both administrative and programmatic tasks, such as collaborating with the teacher to develop lesson plans, assisting with the management of student behavior, and working with students who have special needs.

Qualifications for IAs are typically less stringent than those for paraprofessionals . In most cases, all required to work as an IA is a high school diploma or equivalent. In contrast, paraprofessionals may need an associate’s degree or certification to do their jobs.

As an added note, IAs are required to operate under the direct supervision of a licensed teacher. At the same time, Paraprofessionals may have more responsibility and autonomy in some areas, such as interacting with kids independently.

In conclusion, an Instructional Assistant is more highly trained and responsible than a Paraprofessional. Instructional assistants (IAs) are often less qualified and have fewer obligations than paraprofessionals (with more independence and responsibilities linked to the instruction and curriculum).

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Working as a Special Education Aide / Assistant

July 9, 2020  |  3 Min Read

Special education aides have more responsibility than a typical teacher’s aide/assistant. They work alongside special education teachers and/or therapists to teach children with emotional and behavior disorders, intellectual disabilities, problems with communication, or physical disabilities. Special education teacher assistants work with children individually or in small group settings. Working under the supervision of a therapist or special education teacher, aides use methods like games and exercises to help children develop physically and behaviorally.

What Does a Special Education Aid Do?

One of the primary job functions of a special education aide is to provide support to the teacher in a classroom setting. Though the other duties of an aide may vary depending on the needs of the students, all aides can expect to work directly with teachers on tasks like lesson planning and paperwork. Special ed aides are also relied on to help students in the classroom with physical requests, such as eating, grooming, and toileting. Most important, aides ensure a safe environment and prevent students from hurting themselves or others. Other duties as needed could include preparation of classroom materials, lunch or bus duty, meetings, conferences with parents, or one-on-one tutoring.

Special Education Assistant Career Outlook

Expected career growth for all teacher assistants, including special education aides, is  4% , according to the Bureau of Labor Statistics (BLS). Special education aides who have two or more years of postsecondary education and those with varied job experience will likely have better career opportunities. Aides who speak a foreign language will have an advantage as well. Turnover for special education aides can be high in low-income areas. 

Special Education Assistant Salary

According to the BLS, the median salary for all teacher assistants, including special education aides, is  $24,000 . Zip Recruiter reports an average yearly salary of  $27,712  for special education aides, while PayScale reports an average salary of about  $29,120  (or $14.16 hourly). With experience, professional development, and additional education, opportunities for career advancement are possible. Special education aides can advance at a faster pace by seeking out specialized training that will better equip them to support students with disabilities, especially health care. 

Education Requirements

Students interested in becoming special education aides should at least complete an associate degree program; Some states require additional skills tests or certifications for individuals who work with special needs students. Prospective aides should have a well-rounded understanding of physical, cognitive, and developmental disabilities. Typically, employers prefer to hire aides with at least two years of experience working with children, but this experience can be formal or informal. On-the-job training for aides will involve an immersion in the rules and operations of the school where they work, plus a complete profile of each student and their needs. In most states, aides must pass a background check and drug test before being hired. 

Special Skills and Qualifications

The nature of working with special needs students requires aides to calmly handle difficult and stressful situations daily. In addition to compassion, patience, and understanding, aides must be able to easily adapt and closely listen to detailed instructions provided by teachers, since numerous teaching methods are used in special education classrooms. Organization and initiative are necessary, as well as above-average communication skills—including speaking and writing skills. Knowledge of different cultural backgrounds is a plus, especially if an aide plans to work in an urban area. Experience with medical equipment such as wheelchairs, braces, feeding tubes, diapers, translation tools, catheters, tracheal tubes, and hygiene products could be needed.

CSP Global’s Online Degrees

If you would like to work as a special education aide/assistant, check out CSP Global’s online associate’s degree in  early childhood education , bachelor’s in  child development , or read more about a  Master of Arts in Special Education .

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Special Education Guide

What Instructional Assistants Do

Job description.

The primary role of an instructional assistant (IA) is to assist the teacher in all facets of daily classroom management. This can vary between teachers, schools and districts, but most IAs can expect to divide their time between working with students, providing behavioral support and completing administrative tasks assigned by the teacher.

As a type of paraeducator, an IA is not a teacher, which means that he or she is not responsible for the overall learning that will take place. Ultimately, it is the teacher’s responsibility to ensure that students learn, make progress on their individualized education program (IEP) goals and are safe and productive in school. Still, the IA is an integral part of the educational team because he or she provides the support a teacher needs to maximize instructional time.

A Day in the Life

Most instructional assistants work on a six-hour schedule. Though routines vary, the following is a good example of the day-to-day schedule of a classroom paraeducator:

• First Hour: Meet students at the bus and walk them to the classroom. Assist in classroom management such as putting away coats, getting students seated and taking roll. Complete any administrative tasks the teacher assigns.
• Hour two: Conduct a reading group with three to five students using a lesson designed and provided by the teacher. Supervise during independent reading and learning time.
• Hour three: Conduct a math group with three to five students using a lesson designed and provided by the teacher. Supervise independent learning and provide one-on-one support as necessary.
• Hour four: Assist in supervisory responsibilities outside the classroom during lunchtime and recess. Monitor students while they interact with peers during non-structured time.
• Hour five: Provide additional support during other academic lessons. This may include providing one-on-one assistance, behavior management and small-group instruction. Some IAs may also spend this time outside of the special education classroom, supporting students in general education classes.
• Hour six: Assist the teacher with end-of-day activities. Walk students to the bus, and supervise them during unstructured after-school time. Return to the classroom for staff meetings, or to complete any additional administrative tasks the teacher assigns.

General Licensing Requirements

Federal legislation via the No Child Left Behind Act states that paraprofessionals must have completed at least two years of higher education, and be able to “meet a rigorous standard of quality.” This essentially means passing a reading and math skills test.

Still, the requirements for actually obtaining a job vary from state to state and from district to district. It is always best to contact your local district and your state’s department of education for specific licensing information. For more specific information, visit the teacher certification section of Special Education Guide .

Areas of Specialization

Although paraprofessionals do not have the formal pathways to specializations that teachers do, they may find that they thrive in particular classroom environments and wish to focus on certain types of jobs. For example, some IAs find that they prefer to work with just one student and may apply to be one-on-one assistants for medically fragile students. Others may prefer to learn advanced academic subjects and provide tutoring to high school students with mild learning disabilities. Many paraeducators also find professional satisfaction in providing social and behavioral support to students with autism spectrum disorders.

Fortunately, many districts and special education local plan areas (SELPAs) provide workshops and training to help employees add to their skill sets. Once employed, paraprofessionals can choose to attend these seminars.

Previous and Next Steps: Instructional Assistants on the Career Path

Instructional assistants come from diverse backgrounds. Some are former secretaries, administrative assistants and restaurant workers. Others have experience working in day cares or preschools. Though their backgrounds are different, they all subscribe to the same guiding principles: a love for children and a desire to provide a world-class education to every student they meet.

Many go on to apply for other positions within school districts. For example, some become job and vocational advisors. Others advance into positions in school district administrative offices. Many also eventually become teachers. After gaining valuable classroom experience, they complete their degrees and begin their teaching careers with real-world knowledge. Teachers who start as IAs are often highly successful educators who are leaders in their departments.

National Organizations of Interest

The following organizations serve the interests and needs of instructional assistants:

• The National Resource Center for Paraeducators
• The National Education Association (Paraeducators Branch)

Special Education Teacher Assistant Job Description, Key Duties and Responsibilities

This post provides detailed information on the special education teacher assistant job description, including the key duties, tasks, and responsibilities they typically perform.

It also highlights the major requirements that you may be expected to fulfill to be hired for the special education teacher assistant role by most recruiter/employer.

What Does a Special Education Teacher Assistant Do?

A special education teacher assistant is responsible for the care of assigned students, which involves creating a safe and secure environment for them.

The special education teacher assistant job description involves making sure that students are safe, properly fed, and well-nourished.

It also entails ensuring that students are well-groomed and appropriately dressed and clean.

Special education teacher assistants make sure that students’ classroom tasks are completed properly, as well as encourage good behavior through praise and rewards.

They help the child to learn important life skills, such as hygiene, grooming and personal hygiene, including bathing, grooming, and teeth brushing.

This professional provides the child with an appropriate and instructional curriculum taught by the teachers.

The special education teacher assistant delivers and collects students’ daily messages from or to the parents or guardians.

They observe instruction and take detailed notes about all relevant aspects of the child’s academic functioning and behavior problems as directed by supervisors and/or teachers in charge of assigned classes.

Assisting with administration of tests, questionnaires, assignments and other assessments as needed by the teacher and supervisor is a key part of their duties.

They also compute grades as needed by the teacher and supervisor.

Assisting the teacher in guiding and evaluating the achievement of students is also another task they help carry out.

The special education teacher assistant work description also entails maintaining timely, detailed, and accurate records of students’ performance in areas such as classroom behavior, academics, development, and health.

It also includes keeping the school grounds clean at all times and performing assigned duties as directed by the teacher or supervisor.

The special education teacher assistant is responsible for completing all assignments given by the school administration, and is expected to participate in all training programs that are made available to them.

Their duties also involve complying with all school rules and regulations, as well as policies and procedures of the special education department.

They attend to students’ toileting needs and escort them to the toilet or washroom whenever necessary.

Special Education Teacher Assistant Job Description Sample/Example/Template

The special education teacher assistant job description involves the following duties, tasks, and responsibilities:

• Cares for and ensures completion of tasks, duties, and responsibilities are accomplished based on the unique needs of each individual student
• Provides assistance to students with emotional, social, behavioral problems, intellectual disabilities or mental conditions
• Helps maintain a safe, clean, and orderly classroom
• Answers students’ questions and assists students in completing work
• Keeps parents/caregivers informed of the progress of their child’s academic, social and physical development and behavior
• Helps to ensure students with special needs are accepted in the community
• Provides services to individuals who need social and emotional support, encouraging them to remain active in the community, without stigmatization of a mental illness
• Provides guidance, counseling, and homemaking services for children with special needs
• Maintains records and files on students
• Prepares and delivers presentations on behalf of the special education program to school-related organizations and community groups
• Prepares reports as required by school system, other agencies, and parents/guardians
• Records grades or courses taken by students in post-secondary programs, when the student is receiving special education services under the auspices of special education programs in high schools or vocational programs that serve individuals with disabilities in their post-secondary plans
• Assists with healthcare needs, meals, etc. of individual students
• Promotes an environment of growth for all students through interaction with other staff members and students within a given program or school setting.

Special Education Teacher Assistant Job Description for Resume

If you have worked before as a special education teacher assistant or are presently working in that role and are making a new resume or CV, then you can craft an effective Professional Experience section for your resume by applying the special education teacher assistant job description sample provided above.

You can highlight the duties and responsibilities you have carried out or are presently performing as a special education teacher assistant in your resume’s Professional Experience by utilizing the sample special education teacher assistant job description provided above.

This will show to the recruiter/employer that you have been successful performing the special education teacher assistant duties and responsibilities, which can greatly boost your chances of being hired, especially if the new position that you are applying for requires someone with some special education teacher assistant work experience.

Special Education Teacher Assistant Requirements: Skills, Knowledge, and Abilities for Career Success

If you are seeking the special education teacher assistant job, here are important requirements you may be expected to meet by most recruiters/employers to be hired:

• High school diploma or completed a similar education program
• Must be at least 18 years old to work in the United States.

Ability to:

• type 40 wpm and to read, speak, write, and understand English clearly
• use computers at a basic level, such as operating word processing equipment, Excel spreadsheets, Power points, web browsers, etc.
• develop and maintain effective working relationships with school staff and parents/guardians of students, as well as other professionals who provide services to special education students
• listen and comprehend, and understand oral or written instructions from supervisor, coworkers, or clients in order to follow them accurately and perform the assigned task(s)
• work on a team with others while maintaining confidentiality of information regarding students, educators, and families
• provide assistance where necessary to students who have difficulties in communicating or learning
• function in an all-school environment, including but not limited to working, studying and traveling among schools, secondary offices and the home
• push, pull, and move wheelchair, and assist with ambulation when necessary
• operate telephone in order to make individualized inquiries or contact a client or third party as needed regarding various aspects of special education programs
• lift and move materials weighing 40 pounds or more.

Special Education Teacher Assistant Salary

According to Glassdoor, the projected total compensation for a special education teacher assistant in the United States is $70,883 per year, with an average salary of $37,852 per year.

This post is helpful to individuals interested in the special education teacher assistant career.

They will learn all they need to know about the duties and responsibilities of the special education teacher assistant, to decide if that’s the job they want to do.

It is also useful to recruiters/employers in making a detailed job description for the special education teacher assistant role, for use in hiring for the position.

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Teaching Assistants, Special Education 25-9043.00 Updated 2024

Assist a preschool, elementary, middle, or secondary school teacher to provide academic, social, or life skills to students who have learning, emotional, or physical disabilities. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.

Sample of reported job titles: Special Education Aide, Special Education Paraprofessional, Special Education Teacher Assistant

See the easy-read overview for Teaching Assistants, Special Education at My Next Move

See the easy-read overview for teaching assistants, special education at my next move for veterans, ver la perspectiva general fácil de leer para auxiliares docentes de educación especial en mi próximo paso, occupation-specific information, technology skills, occupational requirements, detailed work activities, experience requirements, training & credentials.

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Workforce characteristics.

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Related occupations.

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• Assist in bus loading and unloading. Related occupations
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• Discuss assigned duties with classroom teachers to coordinate instructional efforts. Related occupations
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Wages & Employment Trends

Source: Bureau of Labor Statistics 2022 wage data external site and 2022-2032 employment projections external site . “Projected growth” represents the estimated change in total employment over the projections period (2022-2032). “Projected job openings” represent openings due to growth and replacement.

Job Openings on the Web

• 25-2021.00 Elementary School Teachers, Except Special Education
• 25-9031.00 Instructional Coordinators
• 25-2012.00 Kindergarten Teachers, Except Special Education
• 25-2056.00 Special Education Teachers, Elementary School
• 25-2055.00 Special Education Teachers, Kindergarten
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• 25-3041.00 Tutors

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Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

Actively assisted with the O*NET data collection, helping to identify occupational experts who can be surveyed about their work in the occupation.

• American Federation of State, County and Municipal Employees, AFL-CIO external site
• American Federation of Teachers, AFL-CIO external site
• National Association for the Education of Young Children external site
• National Education Association external site
• National PTA external site
• National Resource Center for Paraeducators, Related Service Providers, and Interveners external site

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What does a Special Education Assistant do?

A special education assistant is responsible for supporting class activities in an inclusive classroom setting, assisting students with their tasks under the supervision of a special education teacher. Special education assistants create comprehensive lesson plans which adhere to the students' curriculum and special needs. They also help with developing engaging activities to promote an active learning environment while monitoring the students' personal and social behavior. A special education assistant must have excellent communication and organization skills, ensuring the progress of the students by regular interaction, and managing their needs.

• Responsibilities
• Skills And Traits
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• Types of Special Education Assistant

Special education assistant responsibilities

A special education assistant's responsibilities include aiding teachers in maintaining a conductive classroom environment, assisting with assessment, data collection, and individual IEP/behavioral plans, providing academic support and supervision for special education students, and managing and instructing students with disabilities. They may also provide appropriate interpretations of administration policies and rules governing students. They collaborate with regular education teachers and assist with educational and social classroom activities, and enforce the no child left behind act through supplemental educational services. They also practice verbal behavior and applied behavior analysis therapy methods. As a special education assistant, they may work with students with attention deficit hyperactivity disorder (ADHD) and emotional behavior disorder (EBD), and assist with low-incidence disabilities like sensory, developmental, and multiple/ severe disabilities.

Dr. Matthew Erickson, Chairman and Associate Professor of Special Education at Slippery Rock University, says, "Looking for diverse experiences in urban, rural, and suburban-type settings with placements in various levels. Diversifying experiences throughout the field and student teaching experiences help to identify preferences."

Here are examples of responsibilities from real special education assistant resumes:

• Perform responsible human support and paraprofessional work assisting classroom teacher or other professionals, achieve institution objectives.
• Implement behavioral plans design by IEP team for students with behavior disorders or other learning disabilities
• Accompany students to special classes (art, music, PE) and on field trips.
• Complete Medicaid forms on a daily basis.
• Assist special needs children with independent skills and work tasks, fill out Medicaid paperwork.
• Provide one on one attention to pre-k partner child with multiple activities while promoting language and developmental skills.
• Design visual schedules for children with autism and developmental delay which clarify behavioral expectations.
• Used centers/rotations to teach literacy and math and to encourage independence and student responsibility for learning.
• Work collaboratively with teachers to develop successful strategies to teach reading, writing and math to students struggling academically.
• Communicate with supervising instructional staff and professional support personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
• Direct responsibility for providing daily instruction and support to one ADHD student.
• Job duties range from filling teaching positions to supplementing regular classroom curriculum with additional enrichment activities for students.

Special education assistant skills and personality traits

We calculated that 15 % of Special Education Assistants are proficient in Paraprofessional , Behavior Management , and IEP . They’re also known for soft skills such as Communication skills , Interpersonal skills , and Patience .

We break down the percentage of Special Education Assistants that have these skills listed on their resume here:

Rendered individual/small group instruction applying paraprofessional techniques.

Implement behavior management of students by planning, carrying out and supervising students in structured and unstructured settings including crisis intervention.

Implemented behavioral plans designed by IEP team for students with behavior disorders or other learning disabilities

Participated in Education training and enrichment courses in CPR, and Crisis Prevent

Provide a positive and adaptive learning environment.

Supervised students with behavioral issues in the classroom* Assisted the teacher with class instructions/interventions* Provided counseling to parents/students* Performed administrative assignments

Common skills that a special education assistant uses to do their job include "paraprofessional," "behavior management," and "iep." You can find details on the most important special education assistant responsibilities below.

Communication skills. One of the key soft skills for a special education assistant to have is communication skills. You can see how this relates to what special education assistants do because "teacher assistants need to be clear and concise in discussing student progress with teachers and parents." Additionally, a special education assistant resume shows how special education assistants use communication skills: "teach basic skills to kids with severe disabilities to improve their literacy and communication techniques. "

Interpersonal skills. Another soft skill that's essential for fulfilling special education assistant duties is interpersonal skills. The role rewards competence in this skill because "teacher assistants must be able to develop relationships with a variety of people, including teachers, students, parents, and administrators." According to a special education assistant resume, here's how special education assistants can utilize interpersonal skills in their job responsibilities: "follow education plan using writing, art, and interpersonal coaching to supplement instruction and provide accountability. "

Patience. Another skill that relates to the job responsibilities of special education assistants is patience. This skill is critical to many everyday special education assistant duties, as "working with students of different abilities and backgrounds may be difficult." This example from a resume shows how this skill is used: "demonstrate patience and understanding while providing individualized instruction in a safe, inclusive classroom learning environment for students with significant disabilities. "

Resourcefulness. special education assistant responsibilities often require "resourcefulness." The duties that rely on this skill are shown by the fact that "teacher assistants must find ways to explain information to students who have different learning styles." This resume example shows what special education assistants do with resourcefulness on a typical day: "showed resourcefulness and teaching effectiveness in meeting the needs of students with limited english language proficiency as well as learning disabilities. "

See the full list of special education assistant skills

The three companies that hire the most special education assistants are:

• Albuquerque Academy 33 special education assistants jobs
• Peoria Unified School District 17 special education assistants jobs
• Avon Community School 12 special education assistants jobs

Choose from 10+ customizable special education assistant resume templates

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Compare different special education assistants

Special education assistant vs. assistant daycare teacher.

An assistant daycare teacher is responsible for performing support tasks in a daycare center. Most of the duties primarily revolve around maintaining a safe and healthy environment for children, preparing meals and learning materials, assisting children during bathroom or hygiene-related activities, and keeping the classroom clean and sanitized. Furthermore, there are instances when an assistant daycare teacher must come up with recreational activities, maintain student records, and help children improve their motor skills and basic knowledge in concepts such as recognizing the alphabet or coloring.

While similarities exist, there are also some differences between special education assistants and assistant daycare teacher. For instance, special education assistant responsibilities require skills such as "paraprofessional," "behavior management," "iep," and "adaptive." Whereas a assistant daycare teacher is skilled in "child care," "kids," "child development," and "open communication." This is part of what separates the two careers.

Special education assistant vs. Instructional aide

An instructional aide focuses on performing support-related tasks for a teacher or faculty member. They are primarily responsible for helping teachers maintain a safe and healthy learning environment, recording attendance, creating visual aids or presentations, participating in the preparation of lesson plans and tests, and assisting students who are having difficulties in a particular task or lesson. An instructional aide may also take part in counseling and supervising students' behavior during class activities, all while adhering to the school's policies and regulations.

In addition to the difference in salary, there are some other key differences worth noting. For example, special education assistant responsibilities are more likely to require skills like "paraprofessional," "adaptive," "autism," and "cpi." Meanwhile, an instructional aide has duties that require skills in areas such as "work ethic," "direct supervision," "basic math," and "powerpoint." These differences highlight just how different the day-to-day in each role looks.

Special education assistant vs. Early childhood special educator

Early childhood special educators are professionals who provide direct services for infants and young children that are experiencing delays in their development. These educators are required to collaborate with parents to provide a program of activities that can encourage the growth of the children's skills. By incorporating the advice of other professionals, early childhood special educators must create individual education plans that address the specific learning challenges of children. They must also identify signs of child abuse and neglect so that they can take the necessary actions to remediate the situation.

There are many key differences between these two careers, including some of the skills required to perform responsibilities within each role. For example, a special education assistant is likely to be skilled in "paraprofessional," "behavior management," "adaptive," and "behavioral issues," while a typical early childhood special educator is skilled in "child development," "child care," "early intervention," and "kids."

Special education assistant vs. Work-study assistant

A work-study assistant's responsibilities depend on his/her or her place of employment. His/Her or her duties include processing paperwork, responding to inquiries, and maintaining records. The essential skills that a work-study assistant should possess to accomplish his/her or her responsibilities include good writing, interpersonal, and organizational skills . The education requirements to qualify for the job include obtaining a bachelor's or master's degree in the field of business, psychology, and criminal justice.

Types of special education assistant

• Special Education Teacher
• Instructional Aide
• Education Paraprofessional
• Special Education Aide
• Special Educator
• Education Technician

Updated March 14, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

What Similar Roles Do

• What a Classroom Assistant Does
• What an Early Childhood Special Educator Does
• What an Education Paraprofessional Does
• What an Education Technician Does
• What an Educational Aid Does
• What an Educational Assistant Does
• What an Instructional Aide Does
• What an Instructional Assistant Does
• What a Learning Assistant Does
• What a Special Education Aide Does
• What a Special Education Instructional Assistant Does
• What a Special Education Teacher Does
• What a Special Education Teacher For Grades Does
• What a Special Educator Does
• What a Special Projects Assistant Does

Special Education Assistant Related Careers

• Assistant Daycare Teacher
• Classroom Assistant
• Early Childhood Special Educator
• Educational Aid
• Educational Assistant
• Instructional Assistant
• Learning Assistant
• Special Education Instructional Assistant
• Special Education Teacher For Grades

Special Education Assistant Related Jobs

Resume for related jobs.

• Assistant Daycare Teacher Resume
• Classroom Assistant Resume
• Early Childhood Special Educator Resume
• Education Paraprofessional Resume
• Education Technician Resume
• Educational Aid Resume
• Educational Assistant Resume
• Instructional Aide Resume
• Instructional Assistant Resume
• Learning Assistant Resume
• Special Education Aide Resume
• Special Education Instructional Assistant Resume
• Special Education Teacher Resume
• Special Education Teacher For Grades Resume
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• What Does A Special Education Assistant Do

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Top 12 Special Education Teacher Assistant Skills to Put on Your Resume

As a Special Education Teacher Assistant, showcasing a unique set of skills on your resume is crucial to stand out in the competitive job market. This article highlights the top 12 skills that can enhance your resume and demonstrate your capability to provide exceptional support to students with special needs.

Special Education Teacher Assistant Skills

• Behavior Management
• IEP Familiarity
• Autism Spectrum Support
• Sign Language
• PECS (Picture Exchange Communication System)
• Boardmaker Software
• Nonviolent Crisis Intervention
• Sensory Integration
• Augmentative Communication
• Proloquo2Go
• Classroom Modifications
• First Aid/CPR Certified

1. Behavior Management

Behavior Management, in the context of a Special Education Teacher Assistant, involves strategies and techniques used to promote positive behavior, reduce disruptive actions, and encourage learning and social interaction among students with varying needs and abilities.

Why It's Important

Behavior management is crucial for a Special Education Teacher Assistant as it fosters a safe and conducive learning environment, enabling students with diverse needs to focus, participate, and achieve their full potential. It also helps in teaching appropriate behaviors, promoting social skills, and enhancing self-regulation among students.

How to Improve Behavior Management Skills

Improving behavior management as a Special Education Teacher Assistant involves a combination of strategies tailored to meet the unique needs of each student. Here are concise steps to enhance your approach:

Establish Clear Expectations : Clearly communicate behavior expectations using simple, positive language. Positive Behavioral Interventions and Supports (PBIS) can offer frameworks for setting these expectations.

Consistent Routines : Maintain a structured routine to provide a sense of security and predictability. Intervention Central has resources on creating effective routines.

Positive Reinforcement : Focus on reinforcing positive behaviors rather than punishing negative ones. This approach is supported by research from The IRIS Center , which offers strategies for implementing positive reinforcement.

Individualized Behavior Plans : Develop individualized behavior intervention plans based on the specific needs of each student. The Center on Positive Behavioral Interventions & Supports provides guidance on creating and implementing these plans.

Collaborative Problem Solving : Engage in collaborative problem-solving with students to address behavior issues, teaching them how to cope with frustration and conflict. Resources from Lives in the Balance can be instrumental in this approach.

Professional Development : Continuously seek professional development opportunities to stay informed about the latest strategies in behavior management. The Council for Exceptional Children offers a variety of resources and training options.

By integrating these strategies, you can create a supportive, positive learning environment that encourages all students to succeed.

How to Display Behavior Management Skills on Your Resume

2. IEP Familiarity

IEP Familiarity refers to the understanding and knowledge a Special Education Teacher Assistant has regarding Individualized Education Programs (IEPs), which are customized plans designed to meet the educational needs of students with disabilities. This familiarity includes knowing how to read, implement, and assist in the development of IEPs to support and facilitate student learning and achievement.

IEP familiarity is crucial for a Special Education Teacher Assistant because it ensures personalized support aligned with each student's specific educational goals, accommodations, and needs, fostering an effective and inclusive learning environment.

How to Improve IEP Familiarity Skills

Improving IEP (Individualized Education Program) familiarity involves understanding the components and the process of IEP development, implementation, and monitoring. For a Special Education Teacher Assistant, here are concise steps to enhance IEP familiarity:

Understand the Basics : Familiarize yourself with the basic components of an IEP, including goals, accommodations, modifications, and services. Understood offers a comprehensive overview.

Professional Development : Participate in workshops and training sessions focused on IEP development and strategies for supporting students with disabilities. The IRIS Center provides free online modules on IEPs.

Collaborate with Colleagues : Work closely with special education teachers, school psychologists, and other professionals involved in the IEP process. Regular team meetings can enhance your understanding and approach to supporting individual students.

Stay Updated : Special education laws and best practices evolve. Stay informed by reading the latest resources from authoritative sites like the Council for Exceptional Children (CEC).

Hands-On Experience : Actively participate in IEP meetings and contribute to the discussion. Experience is one of the best teachers.

Parent Collaboration : Engage with parents or guardians to understand their perspective and insights about their child's needs and progress. This can provide valuable context for the IEP.

Utilize Resources : Leverage online resources and tools designed to assist in understanding and managing IEPs. Wrightslaw is a great resource for learning about special education law, including IEPs.

By combining these strategies, a Special Education Teacher Assistant can significantly improve their familiarity and effectiveness with IEPs, ultimately benefiting the students they support.

How to Display IEP Familiarity Skills on Your Resume

3. Autism Spectrum Support

Autism Spectrum Support involves providing tailored assistance and interventions to individuals on the autism spectrum, aiming to enhance their learning, communication, social skills, and independence. This support is adaptive to each individual's needs and strengths, focusing on creating a supportive and understanding educational environment.

Autism Spectrum Support is crucial because it enables individuals with autism to achieve their fullest potential by addressing their unique learning needs, promoting social and communication skills, and fostering an inclusive environment that celebrates diversity and supports personal growth. For a Special Education Teacher Assistant, it empowers them to provide targeted, effective assistance that enhances educational outcomes and quality of life for students on the spectrum.

How to Improve Autism Spectrum Support Skills

Improving Autism Spectrum Support as a Special Education Teacher Assistant involves adopting tailored strategies to meet individual needs, fostering a supportive and inclusive environment, and continuously enhancing your skills. Here are concise suggestions:

Personalize Learning : Adapt teaching methods to suit each student's learning style and needs. Emphasize visual aids, sensory activities, and structured routines. Autism Speaks offers strategies for personalized learning support.

Communication Enhancement : Use clear, concise instructions and alternative communication methods like picture exchange communication systems (PECS) or sign language. The AAC Institute provides resources on augmentative and alternative communication (AAC) methods.

Social Skills Development : Facilitate social skills through structured activities and role-playing games. The Social Thinking website offers strategies and resources to improve social competencies.

Sensory Integration : Be mindful of sensory sensitivities. Create a sensory-friendly classroom environment and have sensory tools available. The STAR Institute provides insights on sensory processing challenges and strategies.

Professional Development : Stay informed about the latest research and strategies in autism education. Participate in workshops and online courses. The Autism Society offers educational resources and professional development opportunities.

Family Collaboration : Work closely with families to understand each child’s unique needs and strengths. Share strategies and resources that can be used at home. Wrightslaw offers information on special education law and advocacy for children with disabilities, which can be a valuable resource for families.

By integrating these strategies and continuously seeking to understand the evolving field of autism support, Special Education Teacher Assistants can significantly contribute to the positive development and success of students on the autism spectrum.

How to Display Autism Spectrum Support Skills on Your Resume

4. Sign Language

Sign language is a comprehensive visual communication method utilizing hand gestures, body language, and facial expressions, designed primarily for the deaf and hard of hearing individuals. It enables effective interaction and learning in diverse educational settings, including special education.

Sign language is crucial for a Special Education Teacher Assistant as it enables effective communication and learning support for students with hearing impairments, fosters an inclusive educational environment, and enhances the overall development and independence of students with specific communication needs.

How to Improve Sign Language Skills

Improving your Sign Language skills as a Special Education Teacher Assistant involves continuous learning and practice. Here are concise steps to enhance your abilities:

Enroll in Advanced Courses : Seek advanced Sign Language courses to deepen your knowledge beyond the basics.

Practice Regularly : Regular practice with Deaf communities or through online platforms like Lifeprint can significantly enhance your fluency.

Use Technology : Leverage apps and online resources like The ASL App for daily practice and immersion.

Attend Workshops : Participate in workshops and seminars focused on Sign Language and Deaf culture for hands-on learning experiences.

Seek Feedback : Practice signing with peers or mentors who can provide constructive feedback to improve your accuracy and fluency.

Stay Updated : Keep abreast of new signs and cultural nuances by following Deaf culture blogs and forums.

By following these steps and dedicating time to learning, you can significantly improve your Sign Language skills, enhancing your communication with Deaf and hard-of-hearing students.

How to Display Sign Language Skills on Your Resume

5. PECS (Picture Exchange Communication System)

The Picture Exchange Communication System (PECS) is a form of augmentative and alternative communication (AAC) that uses pictures to help individuals with communication challenges express their needs and desires. It involves teaching individuals to exchange a picture of a desired item with a communication partner in exchange for that item, facilitating non-verbal communication and promoting the development of language skills.

PECS is important because it enables non-verbal or limited verbal ability students to communicate their needs and thoughts through picture cards, fostering independence and reducing frustration.

How to Improve PECS (Picture Exchange Communication System) Skills

Improving your use of the Picture Exchange Communication System (PECS) as a Special Education Teacher Assistant involves several key steps focused on enhancing communication skills for students with autism or other communication challenges. Here's a concise guide:

Understand the Six Phases : Familiarize yourself thoroughly with the six phases of PECS, from how to exchange a picture for a desired item to commenting in response to questions. PECS Phases Overview .

Customize Communication Books : Tailor PECS communication books to meet individual student needs, interests, and daily routines. Ensure the images are easily understandable for the student. Creating Effective Communication Books .

Consistent Practice : Integrate PECS into daily routines and activities, providing ample opportunities for the student to use their communication book in a variety of settings.

Collaborate with Team : Work closely with speech-language pathologists, teachers, and families to ensure a consistent approach and to share strategies that are effective. Collaboration Strategies.

Use Prompting and Fading Techniques : Initially, you may need to prompt the student to use a picture to communicate. Gradually reduce assistance as they become more proficient. Prompting and Fading Techniques .

Monitor and Adapt : Regularly review and adapt the PECS system based on the student’s progress, introducing new vocabulary and concepts as needed.

Professional Development : Attend workshops or online courses on PECS to enhance your skills and stay updated with the latest practices. PECS Training .

By focusing on these areas, you can effectively support and enhance communication skills using PECS in your role as a Special Education Teacher Assistant.

How to Display PECS (Picture Exchange Communication System) Skills on Your Resume

6. Boardmaker Software

Boardmaker is a software tool used by special education professionals, including teacher assistants, to create customized visual supports and learning materials for students with special needs, facilitating communication, learning, and engagement through symbols, pictures, and interactive activities.

Boardmaker Software is essential for a Special Education Teacher Assistant because it allows for the creation of customized visual supports and communication aids tailored to individual student needs, facilitating effective learning and communication for students with diverse abilities and learning styles.

How to Improve Boardmaker Software Skills

Improving Boardmaker software for a Special Education Teacher Assistant involves enhancing its accessibility, usability, and content diversity. Here are concise suggestions:

User Interface Simplification : Streamline the interface to make navigation and tool selection more intuitive for quick content creation. Boardmaker Tutorial.

Customizable Templates : Introduce more customizable templates tailored for various special education needs, allowing for quick adjustments and personalization. Boardmaker Template Collection.

Training and Resources : Expand the availability of free, comprehensive training resources and webinars specifically aimed at Special Education Teacher Assistants. Boardmaker Training .

Collaboration Features : Implement features that allow for easy sharing and collaboration on materials among educators, facilitating a community-driven resource pool. Boardmaker Community .

Accessibility Enhancements : Continuously update accessibility features to accommodate a wider range of disabilities, including improved screen reader compatibility and alternative input methods. Accessibility in Boardmaker .

Implementing these improvements can make Boardmaker more effective and user-friendly for Special Education Teacher Assistants, enhancing their ability to support diverse learners.

How to Display Boardmaker Software Skills on Your Resume

7. Nonviolent Crisis Intervention

Nonviolent Crisis Intervention is a training program designed to teach educators, including Special Education Teacher Assistants, strategies for safely managing disruptive and aggressive behaviors in students. It emphasizes de-escalation techniques, communication skills, and physical interventions as a last resort, aiming to prevent crises and ensure the safety of both students and staff.

Nonviolent Crisis Intervention is crucial for a Special Education Teacher Assistant as it equips them with strategies to de-escalate potentially volatile situations in a calm and safe manner, ensuring the well-being and safety of both students and staff while fostering a positive and supportive learning environment.

How to Improve Nonviolent Crisis Intervention Skills

Improving Nonviolent Crisis Intervention as a Special Education Teacher Assistant involves continuous learning, practice, and reflection. Here are concise steps with relevant resources:

Understand the Basics : Familiarize yourself with the core principles of Nonviolent Crisis Intervention, focusing on de-escalation techniques and empathy. CPI’s Nonviolent Crisis Intervention Training offers comprehensive insights.

Effective Communication : Enhance your communication skills to connect with students effectively. This includes verbal and non-verbal communication strategies. The Hanen Centre provides resources on improving communication.

Create a Safe Environment : Ensure the physical and emotional safety of all students. This involves classroom management and creating a supportive atmosphere. Responsive Classroom techniques can be beneficial.

Develop Empathy and Understanding : Work on understanding the unique needs and triggers of each student. This empathy helps in preventing crises. The Autism Society offers resources on understanding different needs.

Continuous Education and Training : Stay updated with the latest strategies and research in Nonviolent Crisis Intervention. Participate in workshops and training sessions. IRIS Center provides a variety of learning modules and resources.

Self-Care and Reflection : Practice self-care and reflect on your interventions. Reflective practices help in improving your approach to crisis situations. Mindful Schools offers resources for personal mindfulness and reflection.

By focusing on these areas, Special Education Teacher Assistants can enhance their skills in Nonviolent Crisis Intervention, contributing to a safer and more effective learning environment for all students.

How to Display Nonviolent Crisis Intervention Skills on Your Resume

8. Sensory Integration

Sensory Integration is a process by which the brain organizes and interprets sensory information from the body and the environment, enabling individuals to effectively respond to their surroundings. For a Special Education Teacher Assistant, it involves supporting students with sensory processing challenges through tailored activities and strategies, helping them to engage more successfully with their learning environment and daily activities.

Sensory Integration is crucial as it helps students process and respond to sensory information from their environment effectively, supporting their ability to focus, learn, and interact with others, thereby enhancing their educational experience and personal development.

How to Improve Sensory Integration Skills

Improving sensory integration involves a range of strategies aimed at helping individuals better process and respond to sensory information. As a Special Education Teacher Assistant, you can support this process by:

Creating a Sensory-Friendly Environment : Adjust lighting, minimize noise, and provide a variety of textures. This can make the classroom more conducive to learning for students with sensory processing issues.

Incorporating Sensory Breaks : Short, structured breaks with activities such as stretching, deep pressure, or tactile play can help regulate students' sensory systems. Understood offers insights on how to implement these effectively.

Using Sensory Tools : Tools like weighted vests, chew toys, fidget spinners, or stress balls can aid sensory integration by providing the necessary input a student needs to stay focused and calm.

Implementing a Sensory Diet : A personalized activity plan that provides the sensory input a person needs to stay focused and organized throughout the day. Work with an occupational therapist to develop and implement these plans. The American Occupational Therapy Association provides resources and guidelines on this topic.

Engaging in Multisensory Learning : Use teaching methods that involve multiple senses. Activities that combine visual, auditory, and kinesthetic-tactile elements can enhance learning and sensory integration. The Reading Rockets website offers strategies on implementing multisensory learning.

Collaboration with Specialists : Work closely with occupational therapists who specialize in sensory integration therapy. They can offer specific strategies, activities, and interventions tailored to individual needs.

Providing Clear Instructions : Use simple, concise instructions and visual supports to help students with sensory processing issues understand and follow classroom routines and expectations.

Promoting Physical Activity : Regular, structured physical activities can help improve sensory integration. Activities should be designed to enhance coordination, balance, and spatial orientation.

For more detailed strategies and resources, visit the STAR Institute for Sensory Processing Disorder, which offers comprehensive guidance on supporting individuals with sensory integration challenges.

How to Display Sensory Integration Skills on Your Resume

9. Augmentative Communication

Augmentative Communication is a range of strategies and tools that support or replace spoken or written communication for individuals with disabilities, enhancing their ability to express themselves and understand others.

Augmentative Communication is crucial because it empowers individuals with communication impairments to express their needs, preferences, and feelings, enhancing their ability to participate more fully in educational settings and daily interactions. This support is vital for fostering independence and improving the quality of life for students with communication challenges.

How to Improve Augmentative Communication Skills

Improving Augmentative and Alternative Communication (AAC) involves several strategies tailored to enhance communication for individuals with speech or language impairments. As a Special Education Teacher Assistant, focusing on the following areas can be beneficial:

Assessment and Customization : Tailor AAC systems to the specific needs, preferences, and capabilities of the user. Regularly assess and adjust the AAC tools and strategies to match the evolving communication skills and needs.

Inclusive Training : Engage in comprehensive training sessions that involve not just the user but also their peers, family, and educators. Training should include the operation, maintenance, and customization of AAC devices and strategies.

Modeling : Consistently demonstrate the use of AAC systems in natural communication settings. Modeling helps learners understand how to effectively use their communication tools in real-life situations.

Encourage Multimodal Communication : Support the use of multiple communication modes including gestures, sign language, body language, facial expressions, and AAC devices to enrich the communication experience.

Collaboration : Work closely with a multidisciplinary team including speech-language pathologists, occupational therapists, and psychologists to provide a holistic approach to improving AAC.

Feedback and Encouragement : Provide positive reinforcement and constructive feedback to motivate and encourage continuous use and exploration of AAC options.

Technology Integration : Incorporate the latest technological advancements in AAC, ensuring the tools are user-friendly, adaptable, and up-to-date.

For further reading and resources, consider exploring the following links:

• American Speech-Language-Hearing Association (ASHA) on AAC
• International Society for Augmentative and Alternative Communication (ISAAC)
• The Center for AAC & Autism

These resources provide valuable information on AAC strategies, technologies, and practices that are essential for Special Education Teacher Assistants looking to enhance their skills and support their students effectively.

How to Display Augmentative Communication Skills on Your Resume

10. Proloquo2Go

Proloquo2Go is an augmentative and alternative communication (AAC) app designed for individuals who have difficulty speaking. It provides visual symbols and text-to-speech features, allowing users to communicate through a tablet or smartphone. This tool is especially beneficial in special education settings, aiding students with speech and language impairments to express themselves and participate more fully in classroom activities.

Proloquo2Go is important for a Special Education Teacher Assistant as it enables non-verbal students or those with speech impairments to communicate effectively, promoting independence and participation in educational activities.

How to Improve Proloquo2Go Skills

Improving your use of Proloquo2Go as a Special Education Teacher Assistant involves enhancing communication strategies, customizing content, and engaging in continuous learning:

Tailor Vocabulary : Customize the app's vocabulary to match the individual needs of your students. Adjust symbols, words, and folders according to their preferences and abilities. Consult the Proloquo2Go Manual for guidance on customizing vocabulary.

Model Consistently : Use the app yourself to communicate with students, demonstrating its use in real-life contexts. This technique, known as Aided Language Stimulation, encourages students to learn by example.

Engage in Training : Participate in Proloquo2Go training sessions offered by AssistiveWare or other certified professionals to stay updated on features and best practices.

Incorporate Visual Supports : Enhance understanding and usage by integrating visual supports like schedules, social stories, and visual instructions. Visuals can help in making abstract concepts more concrete and understandable.

Collaborate with Team : Work closely with speech-language pathologists, occupational therapists, and parents to ensure a cohesive approach to AAC (Augmentative and Alternative Communication) use. Sharing insights and strategies can lead to a more effective implementation.

Feedback Loop : Regularly gather feedback from students on their comfort and challenges with Proloquo2Go. Adjust the settings, layout, or content based on their feedback to improve user experience.

Use Resources : Leverage the extensive resources available online, such as AssistiveWare’s Core Word Classroom, which offers a plethora of activities and resources focused on core word modeling.

By tailoring the app to meet individual needs, modeling its use, engaging with professional development opportunities, and utilizing available resources, you can significantly enhance the effectiveness of Proloquo2Go in your role as a Special Education Teacher Assistant.

How to Display Proloquo2Go Skills on Your Resume

11. Classroom Modifications

Classroom modifications for a Special Education Teacher Assistant involve adjusting the teaching methods, materials, or environment to better meet the individual needs of students with disabilities, ensuring they can access and engage in learning alongside their peers. These modifications can include altering lesson plans, providing specialized equipment, or adjusting seating arrangements.

Classroom modifications are crucial for a Special Education Teacher Assistant as they ensure that the learning environment is tailored to meet the diverse needs of all students, particularly those with disabilities. These adjustments enable equitable access to education, supporting each student's unique learning style, and promoting their academic success and independence.

How to Improve Classroom Modifications Skills

Improving classroom modifications for Special Education Teacher Assistants involves a few key strategies to create an inclusive and effective learning environment:

Assessment and Individualization : Start by assessing each student's needs and abilities. Tailor modifications to fit individual learning styles and requirements. Understood provides comprehensive resources on understanding different needs.

Flexible Seating and Physical Environment : Adapt the physical setup of the classroom to accommodate various learning preferences and sensory needs. This might include areas for group work, quiet spaces, or sensory-friendly materials. Edutopia offers insights into creating a flexible seating environment.

Use of Technology : Incorporate assistive technologies to aid learning. Tools like speech-to-text software or educational apps can make content more accessible. The Assistive Technology Industry Association (ATIA) has resources on available technologies.

Differentiated Instruction : Implement differentiated teaching strategies to meet diverse learning needs. This includes varying your teaching methods, materials, and pace. The IRIS Center features a module on differentiated instruction.

Collaboration and Training : Work closely with special education teachers, regular education teachers, and other specialists. Continuous professional development and collaboration ensure the implementation of best practices. Council for Exceptional Children offers professional development resources for educators.

Parent and Student Involvement : Engage parents/guardians in the educational process and incorporate student input into modifications. This ensures that modifications are meaningful and effective. PACER Center provides resources to support family involvement.

By focusing on these areas, Special Education Teacher Assistants can significantly contribute to an inclusive, supportive, and adaptive learning environment that meets the needs of all students.

How to Display Classroom Modifications Skills on Your Resume

12. First Aid/CPR Certified

First Aid/CPR Certification for a Special Education Teacher Assistant signifies that the individual has undergone training to provide immediate care and perform life-saving techniques, such as cardiopulmonary resuscitation (CPR), in emergency situations until professional medical help arrives. This certification equips them to address health emergencies that may occur with students, especially considering the unique needs in a special education setting.

First Aid/CPR certification is crucial for a Special Education Teacher Assistant as it equips them with the necessary skills to promptly and effectively respond to emergencies, ensuring the safety and well-being of students with diverse needs.

How to Improve First Aid/CPR Certified Skills

Improving your First Aid/CPR skills as a Special Education Teacher Assistant involves staying updated, practicing regularly, and understanding the unique needs of your students. Here's a concise guide:

Stay Updated : First Aid and CPR guidelines can change. Ensure your certifications are current by renewing them as required, typically every two years. The American Red Cross and the American Heart Association offer renewal courses.

Practice Regularly : Practical skills fade over time. Participate in refresher courses or practice sessions. Many organizations, including the National CPR Foundation , offer free online courses to review CPR techniques.

Understand Special Needs : Special education students may have specific medical concerns or physical limitations. Seek resources or training that address these unique aspects. The CPR/AED for Professional Rescuers and Health Care Providers Handbook from the American Red Cross covers a range of scenarios that might be particularly relevant.

Simulation Training : Engage in simulation-based training to handle real-life scenarios effectively. This could involve using manikins or participating in scenario-based drills designed for educators. Websites like SimTeach offer resources and information on simulation teaching.

Peer Learning : Organize or participate in peer learning sessions where you can share experiences, challenges, and solutions with colleagues. This can be particularly beneficial in a special education setting, where shared knowledge can lead to better-prepared staff.

Feedback and Reflection : After any training session or real-life application of your skills, take the time to reflect on what went well and what could be improved. Seeking feedback from instructors or peers can provide valuable insights for improvement.

By focusing on these areas, you can enhance your First Aid/CPR skills, making you a more effective and prepared Special Education Teacher Assistant.

How to Display First Aid/CPR Certified Skills on Your Resume

Related Career Skills

• Special Education Teacher
• Special Education Preschool Teacher
• Special Education Assistant
• Education Teacher
• Physical Education Teacher
• Special Education Aide

5 Special Education Teacher Assistant Resume Examples

• Special Education Teacher Assistant (SETA) Resume
• Special Education Teacher Assistant Resume Writing 101

You help other teachers in small groups or one-on-one settings to provide personalized guidance for students with special needs. You may even work with a therapist during activities and games designed to help individual students succeed.

But you might have some questions about your AI cover letter and resume: What educational and social skills should you include, and how should it look when you’re done?

Not to worry! We’ve helped tons of teaching assistants in various niches find their pathways to success, and these five resume examples can give you a great starting point in special education.

Special Education Teacher Assistant Resume

Microsoft Word

Google Docs

Special Education Teacher Assistant 2 Resume

Special Education Teacher Assistant 3 Resume

Special Education Teacher Assistant 4 Resume

Special Education Teacher Assistant 5 Resume

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What Matters Most: Your Skills & Job Experience

Your field requires a very well-rounded set of skills! From teaching abilities to technology, recruiters want to know about all the top tools you’ve mastered to become a better special education teaching assistant.

Just ensure that anything you include is extremely relevant to your profession. Sometimes your job utilizes common programs like MS Excel or Google Docs, but as long as you’re specific about them (instead of just saying “MS Suite” or “Google Suite”) then you can include them. Just use your experience section to give them unique context later!

Keep all your skills highly specific. Mention classroom-related techniques and programs by name whenever you can. Here are some examples:

9 best special education teacher assistant skills

• Google Slides
• Flexibility
• Conflict Resolution
• Development Records
• Progress Assessments
• Parent/Therapist Talks
• Lesson Adaptation

Sample special education teacher assistant work experience bullet points

It’s time to spice up those skills by putting them with examples of how you used them in the past! As we mentioned before, you can use experiences as context to add intrigue to more run-of-the mill programs to show why they’re so integral to your role in special education.

Your job experience bullet points also show recruiters that you can adapt to various situations, which is crucial for a special education teacher assistant. Talk about times when you dramatically adapted lesson plans to fit an individual student’s needs or came up with a fun, new motivation system to boost grades.

And never forget to supplement those success stories with quantifiable metrics! Recruiters want to see numerical data that shows how well your efforts turned out, like engagement percentages and student retention rates.

Here are some samples:

• Designed 146+ auditory, visual, and tactile lessons to improve student engagement by 23%
• Prepared students for assessment tests by mentoring students one-on-one, increasing overall test scores by 14% and earning a personal rating of 4.8/5.0 stars
• Provided friendly customer service to generate loyal clients, contributing to a 6% increase in annual application rates
• Encouraged exploration by initiating field trips, improving student engagement levels by 23%

Top 5 Tips for Your Special Education Teacher Assistant Resume

• Special Education (SPED) licensure, CPR certifications, Child Development Associate (CDA)—include them all! In fact, they deserve their own section so that recruiters can see how thorough you are.
• If you’re switching careers from general education to special education (or moving over from a completely different field that doesn’t relate to teaching at all), you might want a resume objective. Just make sure each piece of information you include is fresh and non-repetitive.
• And what’s most impressive about the resume’s template is you and your qualifications! So try out a variety of our templates and see which one places the biggest emphasis on your greatest teaching achievements.
• Just as you’d take extra measures to keep each assignment extremely easy to read, you should make your resume highly readable for recruiters. They don’t have much time to spend skimming, so don’t trip things up with loud colors or strange fonts.
• Hand-in-hand with visual readability goes your writing style! You’ve got lots of information to pack into those bullet points about lesson planning and grade increases, so just stick with the essentials: What you did, how, why, and the measurable end results.

Sort of—but not entirely! Just refer back to the job description for any specific school mission statements, teaching methods, or key programs they use. Reflect anything you already align with back in your resume.

You might not need them, but they just might help! Professional letters of recommendation can really boost your credibility if you’re changing careers or entering a niche like special education.

No matter how many awesome achievements you have under your belt, keep everything at or under one page . Remember: Recruiters don’t have much time to spare and they want to see how you’ll benefit students right away.

Stephen Greet

20 Most Common Special Education Teacher Assistant Interview Questions and Answers

Common Special Education Teacher Assistant interview questions, how to answer them, and sample answers from a certified career coach.

If you’re interviewing for a special education teacher assistant position, you’ll want to be prepared to answer some questions about your experience with students and how you handle challenging situations.

To help you prepare, we’ve rounded up some common interview questions—with advice on how to answer them and example answers. With practice and the right preparation, you can walk into your interview feeling confident and ready to impress the hiring team.

• What strategies do you use to help students with special needs stay focused and engaged in the classroom?
• Describe a time when you had to modify an activity or lesson plan for a student with special needs.
• How do you handle challenging behaviors from students with special needs?
• Explain your understanding of IEPs (Individualized Education Plans) and how they are used to support students with special needs.
• Are you familiar with assistive technology and other tools that can be used to support students with special needs?
• What is your experience working with parents of children with special needs?
• How do you ensure that all students, including those with special needs, feel included in the classroom?
• Describe a time when you had to collaborate with other teachers to provide additional support for a student with special needs.
• Do you have any experience providing one-on-one instruction to students with special needs?
• How do you assess a student’s progress and adjust their learning plan accordingly?
• What strategies do you use to motivate students with special needs who may struggle with self-confidence?
• How do you communicate effectively with students who have difficulty expressing themselves verbally?
• What would you do if a student with special needs was not making progress despite your best efforts?
• How do you handle situations where a student with special needs requires more attention than the rest of the class?
• What techniques do you use to make sure students with special needs understand the material being taught?
• How do you create a safe and supportive environment for students with special needs?
• What challenges have you faced while working with students with special needs?
• How do you build relationships with students with special needs?
• What do you think are the most important qualities for a successful special education teacher assistant?
• Tell me about a time when you successfully advocated for a student with special needs.

1. What strategies do you use to help students with special needs stay focused and engaged in the classroom?

Special education requires specialized attention and strategies to help students with learning disabilities and other special needs. Employers want to know that you’re familiar with ways to help these students stay focused and engaged, such as breaking down lessons into smaller tasks, providing positive reinforcement, and using sensory-based activities. Showing that you have experience with these strategies will help prove that you’re the right fit for the job.

How to Answer:

Talk about the strategies you’ve used in the past to help students with special needs stay focused and engaged. For example, you could discuss how you break down lessons into smaller tasks so that it’s easier for them to understand, or how you use positive reinforcement to encourage them. You can also explain how you use sensory-based activities such as music, art, or movement to keep their attention. Additionally, you should emphasize your ability to adjust these strategies based on each student’s individual needs.

Example: “I’ve worked with special needs students for several years, so I have plenty of experience helping them stay focused and engaged in the classroom. In my previous roles, I used a variety of strategies such as breaking down lessons into smaller tasks, providing positive reinforcement, and using sensory-based activities like music or art to keep their attention. I’m also very familiar with each student’s individual needs, which allows me to adjust these strategies accordingly. For example, if one student needs more frequent breaks than others, I can accommodate that while still ensuring everyone is on track.”

2. Describe a time when you had to modify an activity or lesson plan for a student with special needs.

Special education teachers need to be creative and flexible when it comes to individual students. It is important to be able to assess the needs of the student and adjust the lesson plan or activity to accommodate their needs. This question is a great way to assess the candidate’s ability to think on their feet and adapt to the needs of the student.

To answer this question, you should provide an example of a time when you had to modify an activity or lesson plan for a student with special needs. Explain the situation and how you were able to assess the needs of the student and adjust the lesson plan accordingly. Show that you are creative and flexible in your approach and can think on your feet. Also mention any positive feedback from the student or their parents about the changes you made.

Example: “I have experience working with students who have a wide range of special needs. In my previous role, I worked closely with the teachers to modify lesson plans and activities for individual students whenever necessary. For example, when one student had difficulty following directions in class, I was able to modify the activity so that it could be completed in smaller steps. This allowed the student to complete the task while still feeling successful and confident. I also used positive reinforcement techniques to ensure the student felt supported throughout the process.”

3. How do you handle challenging behaviors from students with special needs?

Working with children with special needs can be difficult and complex. This question is meant to gauge your ability to handle difficult situations in a way that is both safe and supportive for the student. The interviewer wants to know that you are able to identify and respond quickly to challenging behaviors in a way that is beneficial to both the student and the class.

Start by explaining your experience working with students with special needs. Talk about how you have handled challenging behaviors in the past, and what strategies you use to de-escalate situations and create a safe learning environment for all students. You can also talk about any positive reinforcement techniques you employ when working with students who may be struggling with behavioral issues. Lastly, emphasize that you always prioritize the safety of both the student and the class as a whole.

Example: “I have experience working with students who have a variety of special needs and understand that challenging behaviors can arise in any classroom. I have found that the key to effectively handling these situations is to remain calm, patient, and respectful while also responding quickly and decisively. I use positive reinforcement techniques whenever possible to reward appropriate behavior, and I always prioritize the safety of both the student and the class as a whole. My goal is to create an environment where all students are comfortable and supported so they can reach their full potential.”

4. Explain your understanding of IEPs (Individualized Education Plans) and how they are used to support students with special needs.

IEPs provide the framework for special education and are essential for any special education teacher assistant. It is important for the interviewer to understand your knowledge of IEPs and how you would use them to support students with special needs. They are looking to understand your ability to review IEPs and make necessary adjustments to ensure the student’s needs are being met.

Start by explaining your understanding of IEPs and how they are used to support students with special needs. Emphasize that you understand the importance of these plans in providing individualized instruction, accommodations, and modifications for each student. Explain that you have experience reviewing IEPs and making necessary adjustments based on the student’s progress and learning goals. Finally, discuss any strategies you have implemented to ensure successful implementation of IEPs.

Example: “I understand the importance of IEPs in ensuring that students with special needs are provided with individualized instruction and accommodations. I have experience reviewing IEPs and making necessary adjustments based on the student’s progress and learning goals. To ensure successful implementation of IEPs, I work closely with teachers to monitor the student’s progress and make changes as needed. Additionally, I communicate regularly with parents to keep them informed of their child’s progress and needs.”

5. Are you familiar with assistive technology and other tools that can be used to support students with special needs?

Assistive technology and other tools can be used to help students with special needs learn and succeed in the classroom. Interviewers want to know that you’re aware of these tools and can use them effectively to support your students. This question also gives you a chance to showcase your knowledge of the latest technology and how it can be used to help students.

Talk about any experience you have with assistive technology or other tools that can be used to support students with special needs. If you have no prior experience, explain how you would go about researching and learning more about the available tools and use them effectively in the classroom. You could also talk about your willingness to learn new technologies and how you’d stay up-to-date on the latest developments in this area.

Example: “I have some experience with assistive technology and other tools that can be used to support students with special needs. I’m familiar with the basics of using these technologies, such as text-to-speech readers, speech recognition software, and electronic communication devices. Additionally, I am always willing to learn new technologies and stay up-to-date on the latest developments in this area. I understand how important it is for students with special needs to have access to the right resources, so I would make sure to research any available options and work closely with the student and their family to determine which tools would be most beneficial for them.”

6. What is your experience working with parents of children with special needs?

This question is important because a special education teacher assistant will often be the primary point of contact between the school and parents of special needs children. It’s essential that the assistant can effectively communicate with parents, answer their questions, and provide them with the necessary resources and support for their child. Having prior experience dealing with parents of special needs children will show the interviewer that you have the necessary skills and experience to work with parents in this role.

To answer this question, you should emphasize any prior experience you have working with parents of special needs children. Talk about the types of communication strategies you used to build a trusting relationship with parents and how you were able to provide them with resources and support for their child. If you don’t have much experience in this area, explain that you understand the importance of building strong relationships with parents and talk about your ability to be patient, understanding, and supportive when communicating with them.

Example: “I have several years of experience working with parents of special needs children. I understand the importance of building strong relationships and maintaining open communication, so I always make sure to take the time to listen to their concerns and answer any questions they may have. I also strive to provide them with resources that can help support their child’s development. I believe in being patient, understanding, and supportive when communicating with parents, as this helps build a trusting relationship between us.”

7. How do you ensure that all students, including those with special needs, feel included in the classroom?

This is a great question for a special education teacher assistant because it’s a chance to discuss the strategies and tactics you have used to help create an inclusive learning environment. It’s also an opportunity to demonstrate your creativity, empathy, and dedication to helping all students reach their potential.

You should focus on the strategies and tactics you’ve used to help create an inclusive classroom. Talk about how you have worked with teachers to develop individualized learning plans for students with special needs, as well as how you have incorporated activities that everyone can participate in. You should also discuss any initiatives or programs you have implemented to ensure all students feel included, such as buddy programs, peer mentoring, or student-led clubs. Finally, talk about how you foster a supportive atmosphere by encouraging positive communication between students and staff.

Example: “I believe that all students should feel included and respected in the classroom, regardless of their abilities or needs. To ensure this, I work closely with teachers to develop individualized learning plans for students with special needs. I also incorporate activities that everyone can participate in, such as art projects, group discussions, and physical education games. Additionally, I have implemented initiatives like student-led clubs and peer mentoring programs to foster positive relationships between all students. Finally, I do my best to create an atmosphere where students feel supported and encouraged to communicate openly with both staff and peers.”

8. Describe a time when you had to collaborate with other teachers to provide additional support for a student with special needs.

Special education teachers work in teams to create individualized learning plans for their students. Special education teacher assistants have an important role in helping to provide additional support as needed. Interviewers want to know you understand the need for collaboration and can work with other teachers to ensure the student’s success.

When answering this question, you should focus on a specific example of when you worked with other teachers to provide additional support for a student. Talk about the steps you took to collaborate and what strategies you implemented to help the student succeed. You should also explain how the collaboration benefited the student and why it was important. Finally, be sure to emphasize your commitment to working as part of a team to ensure all students receive the best possible education.

Example: “Last year, I worked with a student who had difficulty staying focused in class. After assessing the situation, I collaborated with the other special education teachers to develop a plan that involved providing additional support for the student. We created a system of rewards for completing tasks and set up one-on-one meetings with the student to ensure he was staying on track. Through our collaboration, we were able to provide the student with the tools he needed to succeed. As a result, the student was able to stay focused in class and make significant progress towards his academic goals.”

9. Do you have any experience providing one-on-one instruction to students with special needs?

Special education teachers and assistants must be able to work with a range of students with different needs. This question is designed to assess how well you can provide one-on-one instruction to those students. It also gives you a chance to highlight any experience you may have working with special needs students, which will demonstrate your ability to tailor instruction to meet the student’s specific needs.

When answering this question, it’s important to provide concrete examples of your experience providing one-on-one instruction. Talk about any students you have worked with in the past and how you tailored your approach to meet their individual needs. If you haven’t had much direct experience working with special education students, talk about other experiences that demonstrate your ability to effectively work with individuals. For example, if you have experience tutoring or mentoring, discuss how you were able to help those students reach their goals.

Example: “Yes, I have a lot of experience providing one-on-one instruction to students with special needs. In my current role as a special education teacher assistant, I work with a variety of students with different needs. I have experience providing individualized instruction to students with physical, cognitive, and emotional disabilities. I have also worked with students with learning differences and developed strategies to help them succeed. I am very patient and understand that each student has unique needs and I am able to adjust my instruction to best meet those needs.”

10. How do you assess a student’s progress and adjust their learning plan accordingly?

Assessing a student’s progress and adapting their learning plan is a key role of a special education teacher assistant. This question will help a potential employer understand your ability to assess a student’s needs and adjust the learning plan to meet their unique needs. They want to make sure you have the skills necessary to provide the best possible educational experience for each student.

You can answer this question by talking about your experience assessing student progress and adapting learning plans. Talk about the methods you have used to assess a student’s progress such as using tests, observations, or interviews with the student. Then discuss how you adjust the learning plan accordingly based on the assessment. You should also talk about any additional resources or strategies that you use to ensure each student’s success. Be sure to emphasize your commitment to providing the best possible educational experience for each student.

Example: “I have extensive experience assessing student progress and adjusting their learning plans accordingly. I typically use a combination of tests, observations, and interviews with the student to assess their progress. Based on the assessment, I adjust the learning plan to address any areas of difficulty or to provide additional challenges for the student. I also make sure to provide additional resources and strategies to help the student reach their goals. Above all, I am committed to providing the best possible educational experience for each student.”

11. What strategies do you use to motivate students with special needs who may struggle with self-confidence?

Working with students with special needs can be a challenging job, so it’s important to know that you’re up to the task. This question is designed to assess your understanding of how to motivate and encourage students who may struggle with their self-confidence. It also helps to show the interviewer that you’re prepared to work with this population and that you understand the unique needs of each individual student.

You should be prepared to discuss your experience working with students who have special needs and how you’ve been able to motivate them. Talk about the strategies you use, such as positive reinforcement, goal setting, and providing individualized attention. You can also talk about how you build trust with each student by being consistent, patient, and understanding of their unique needs. Finally, explain how you help students reach their goals and celebrate their successes.

Example: “I understand that students with special needs may struggle with self-confidence, and I take a positive and patient approach when working with them. My strategies focus on building trust and providing individualized attention. I like to set achievable goals with each student and celebrate their successes, no matter how small. I also use positive reinforcement to motivate and encourage them, such as verbal affirmations, high-fives, and rewards for good behavior. I believe that by providing individualized attention and recognizing their achievements, I can help students with special needs build their self-confidence and reach their goals.”

12. How do you communicate effectively with students who have difficulty expressing themselves verbally?

Special education teachers and assistants are often tasked with helping students with learning and developmental disabilities. This can be a challenge if the student has difficulty communicating verbally. An interviewer wants to know how you would handle such a situation and how you would be able to ensure the student’s needs are being met. The interviewer is looking for someone who is patient, understanding, and creative when it comes to finding solutions for communication issues.

You should demonstrate that you understand the importance of nonverbal communication and have experience working with students who have difficulty expressing themselves verbally. Talk about any strategies or methods you’ve used in the past to help these students communicate, such as using visuals, sign language, or other forms of alternative communication. You should also explain how you work with the student’s family and teachers to ensure everyone is on the same page and can support the student’s needs. Finally, discuss your ability to remain patient and calm when communicating with a student who has difficulty expressing himself/herself verbally.

Example: “I understand the importance of nonverbal communication and the need to be patient and understanding when working with students who have difficulty expressing themselves verbally. In the past, I have used visuals, sign language, and other forms of alternative communication to help these students express their needs. I also work closely with the student’s family and teachers to ensure everyone is on the same page and can support the student’s needs. Most importantly, I remain patient and calm when communicating with a student who has difficulty expressing himself/herself verbally. I believe this is the best way to build trust and foster a positive learning environment.”

13. What would you do if a student with special needs was not making progress despite your best efforts?

Interviewers ask this question to gauge your problem-solving skills, patience, and understanding of the special education system. Working with students with special needs can be difficult, and they may not always make progress despite your best efforts. An interviewer wants to know how you would react in such a situation and if you have the skills to work with this kind of student.

The best way to answer this question is to talk about how you would assess the situation and identify potential solutions. For example, you could explain that you would first evaluate the student’s individualized education plan (IEP) to determine if it was appropriate for their needs. You could then discuss different strategies or approaches you could take to help the student make progress. Finally, you could mention that you would reach out to other professionals such as the special education teacher or school psychologist to get additional insight on the issue.

Example: “If a student with special needs was not making progress despite my best efforts, I would first review their individualized education plan (IEP) to make sure that it is appropriate for their needs. I would also consider different strategies or approaches that could help the student make progress. This could include changing the learning environment, adjusting the timeline for goals, or providing additional support or resources. Additionally, I would reach out to other professionals such as the special education teacher or school psychologist to get additional insight on the issue. With the right plan in place, I am confident that the student will make progress.”

14. How do you handle situations where a student with special needs requires more attention than the rest of the class?

Working as a special education teacher assistant requires you to be able to handle challenging situations and prioritize the needs of students with special needs. Interviewers want to make sure you can handle the unique challenges of working with students with special needs, such as ensuring that they receive the right amount of attention and support.

Your answer should demonstrate that you understand the unique needs of students with special needs and can provide them with the attention they need. Talk about any strategies or techniques you have used in the past to ensure that all students receive the support they need, such as setting up one-on-one meetings with students who require extra help or breaking down tasks into more manageable chunks for students who may struggle with certain concepts. Show that you are patient and understanding when working with these students and can adjust your teaching style as needed.

Example: “I understand that students with special needs often require more attention and support than the rest of the class. In my previous role as a special education teacher assistant, I was able to develop strategies to ensure that all students received the attention they needed. For example, I often held one-on-one meetings with students who needed extra help or broke down tasks into more manageable chunks for students who may have been struggling with certain concepts. I also strive to be patient and understanding when working with these students and am able to adjust my teaching style as needed.”

15. What techniques do you use to make sure students with special needs understand the material being taught?

Working with students who have special needs requires a different approach than teaching students without disabilities. It’s important to show that you understand the importance of making sure the material is accessible to the student and that you have the skills and techniques to make that happen. Having a sound understanding of learning styles and various instructional techniques is essential for a special education teacher assistant.

When answering this question, you should focus on the techniques and strategies that you use to ensure students with special needs understand the material. For example, you could talk about using visual aids, breaking down complex concepts into smaller chunks, providing hands-on activities, or allowing extra time for assignments. You can also mention any specific methods you’ve found successful in the past, such as using mnemonics or role playing. Finally, emphasize your ability to be flexible and adjust your approach based on the student’s needs.

Example: “I use a variety of techniques to make sure students with special needs understand the material. I’ve found that visual aids are particularly helpful, so I often incorporate diagrams, charts, and other visuals into lessons and assignments. I also break down complex concepts into smaller, more manageable chunks, which makes it easier for students to understand. Additionally, I use hands-on activities to engage students and help them apply the material they’ve learned in real-world scenarios. I’m also flexible and willing to adjust my approach depending on the needs of each student.”

16. How do you create a safe and supportive environment for students with special needs?

Working with students who have special needs requires a lot of patience, understanding, and knowledge. The interviewer wants to know that you not only understand the specific needs of the students you’ll be working with, but also that you have the skills to create an environment where those students can flourish. This includes being able to anticipate potential issues and be ready to address them in a caring and supportive way.

When answering this question, you want to emphasize your understanding of the importance of creating a safe and supportive environment for students with special needs. Talk about how you have done so in past roles or through volunteer work and give examples of specific strategies you’ve used. You should also mention any specialized training or certifications you may have that would be beneficial in this role. Above all, make sure to demonstrate your commitment to ensuring every student is respected and treated fairly.

Example: “I understand the importance of creating a safe and supportive environment for students with special needs and I have experience doing so. In my previous role as a special education teacher assistant, I worked with students with a variety of disabilities. I provided individualized instruction and differentiated materials to meet the needs of each student. I also created a positive and nurturing environment by providing emotional support and positive reinforcement. I have a special education certification and I’m trained in de-escalation techniques and crisis management. I’m confident that I can use my experience and training to create a safe and supportive environment for students with special needs.”

17. What challenges have you faced while working with students with special needs?

Working with students with special needs can be a challenging job, and it’s important for employers to know that you’re up for the challenge. This question allows you to showcase your ability to problem-solve and work with a variety of students in different situations. It’s also a great opportunity to show that you have the patience and dedication necessary for the job.

Start by talking about the challenges you’ve faced in your previous positions. Talk about how you overcame those challenges, and what strategies you used to help students succeed. You can also talk about any special accommodations or modifications that you had to make for individual students. It’s important to show that you understand the complexities of working with special needs students, and that you’re willing to go above and beyond to ensure their success.

Example: “In my previous role as a special education assistant, I faced a variety of challenges. I had to quickly learn how to work with a diverse range of disabilities, and I had to adjust my teaching methods to accommodate different learning styles. I also had to be creative in developing accommodations and modifications to help the students achieve success. I was able to overcome these challenges by using a variety of methods, such as positive reinforcement, visual aids, and hands-on activities. I also worked closely with the teachers and other staff to ensure that the students were getting the best possible care. I’m confident that I can bring that same level of dedication and creativity to this role.”

18. How do you build relationships with students with special needs?

Special education assistants need to be able to connect with students with special needs, understanding their unique challenges and helping them to be successful in the classroom. Building relationships with these students is key to your success as a special education assistant, and it’s important to show that you can be compassionate, patient, and understanding in your interactions with them.

You should come prepared to discuss specific strategies that you have used in the past to build relationships with special needs students. For example, you can talk about how you create a safe and supportive environment for your students, how you use positive reinforcement to encourage good behavior, or how you take time to get to know each student’s individual needs and preferences. You can also discuss how you collaborate with teachers and other staff members to ensure that all of the students’ needs are met.

Example: “I believe that building relationships with students with special needs is extremely important, and I always start by getting to know each student and his or her unique needs and challenges. I strive to create a safe and supportive environment for my students, using positive reinforcement to encourage good behavior. I also collaborate closely with the classroom teacher and other staff members to ensure that all of the students’ needs are being met. I’ve found that this approach helps to foster a positive relationship with each student, which in turn helps them to be successful in the classroom.”

19. What do you think are the most important qualities for a successful special education teacher assistant?

Special education teacher assistants are responsible for providing a variety of services to students with special needs in a variety of settings. This could include providing direct instruction, helping with behavior management, participating in IEP meetings, and more. The interviewer wants to know that you understand the importance of having the right skills and qualities to be successful in this role, such as patience, understanding, and empathy.

Start by talking about the qualities that you think are essential for a special education teacher assistant, such as patience, understanding, empathy, and active listening. Explain how these qualities help to create an environment where students feel safe and comfortable, which is key in helping them reach their full potential. You can also discuss other qualities that you possess that would make you successful in this role, such as creativity, problem-solving skills, and strong communication skills. Finally, talk about your experience working with children or adults with special needs and how it has prepared you for this position.

Example: “I believe that the most important qualities for a successful special education teacher assistant are patience, understanding, empathy, and active listening. It is essential to create an environment where students feel safe and comfortable so they can reach their full potential. I believe I possess these qualities and have the creativity, problem-solving skills, and strong communication skills necessary to be successful in this role. Additionally, I have experience working with children and adults with special needs, which has prepared me for this position.”

20. Tell me about a time when you successfully advocated for a student with special needs.

This question is designed to gauge the candidate’s ability to advocate for students with special needs. They want to know if the candidate is able to effectively communicate with parents, school staff, and other stakeholders to ensure that the student’s needs are being met. The candidate should be able to demonstrate their ability to speak up for the student and make sure their needs are being addressed.

To answer this question, the candidate should provide a specific example of a time when they successfully advocated for a student with special needs. They should be able to explain how they identified the need, what steps they took to address it, and how their actions resulted in a positive outcome for the student. The candidate should also emphasize any communication skills or strategies they used to ensure that all stakeholders were heard and respected throughout the process.

Example: “I recently worked with a student who was having difficulty in math class. After having conversations with the student and their parents, I was able to identify that the student was struggling with the material due to a lack of support from the teacher. I then worked with the teacher to develop a plan that provided the student with additional one-on-one instruction. As a result, the student was able to make significant progress and develop a better understanding of the material. Through this process, I was able to successfully advocate for the student’s needs and ensure that they received the support they needed to succeed in the classroom.”

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Leon Trotsky

Problems of the chinese revolution, the chinese revolution and the theses of comrade stalin, may 17, 1927.

The theses of comrade Stalin entitled Problems of the Chinese Revolution were published in Pravda on April 21, 1927, a few days after the close of the plenary session of the Central Committee [1] , to which these theses were never presented and at which they were never discussed (although all the members of the plenum were still in Moscow).

Moreover, the theses of comrade Stalin are erroneous to such a point, they turn the matter upside down to such a degree, they are so permeated with the spirit of chvostism , they are so inclined to perpetuate the mistakes already made, that to remain silent about them would be a positive crime.  

The Lessons of the Chinese Events Must Be Drawn

1) The prohibition of an open discussion of the theoretical and tactical problems of the Chinese revolution has been motivated of late by the fact that such a discussion would delight the enemies of the USSR. Naturally it would be quite impermissible to make public facts that could be seized upon by enemies, who, incidentally, do not shrink from the direct invention of “facts” and “documents”. But there is no need at all for such a discussion. It is only a question of determining the driving forces of the Chinese revolution and of estimating the basic line of its political direction. In other words, it is a question of discussing the same questions to which the theses of comrade Stalin are devoted . If these theses can be published, then why cannot a criticism of them be published?

It is an unheard-of mistake to contend that a discussion of the problems of the Chinese revolution can injure our state interests. If this were so, then not only the Communist Party of the Soviet Union but every other party of the Communist International, including the Chinese, would have to abstain from any discussion. But the interests of the Chinese revolution, as well as the interests of the education of all the Communist parties in the world, demand an open, energetic, exhaustive discussion of all the problems of the Chinese revolution, especially those in dispute. It is not true that the interests of the Communist International conflict with the state interests of the USSR. The renunciation of discussion of the mistakes is not dictated by the interests of a workers’ state, but by a false “apparatus-like”, bureaucratic attitude towards the Chinese revolution as well as towards the interests of the USSR.

2) The April defeat of the Chinese revolution is not only a defeat for the opportunist line but also a defeat for the bureaucratic methods of the leadership, through which the Party is confronted with every decision as an accomplished fact: the decision, it is explained, does not justify criticism until facts demonstrate its annulment, whereupon it is just as automatically, that is, behind the back of the Party, replaced by a decision which is frequently more erroneous, like the present theses of Stalin. Such a method, which, in and by itself, is incompatible with the development of a revolutionary party, becomes an especially heavy obstacle to young parties that can and should learn independently from the experiences of defeats and mistakes.

The theses of comrade Stalin are published. At least within the limits of these theses, the questions of the Chinese revolution can and must be discussed openly and from every angle.  

The Yoke of Imperialism and the Class Struggle

3) The peculiarity of the Chinese revolution – in comparison, for example, with our revolution of 1905 – lies above all in the semi-colonial position in China. A policy that disregarded the powerful pressure of imperialism on the internal life of China would be radically false. But a policy that proceeded from an abstract conception of national oppression without its class refraction and reflection would be no less false. The main source of the mistakes in the theses of comrade Stalin, as in the whole leading line in general, is the false conception of the role of imperialism and its influence on the class relationships of China.

The imperialist yoke is supposed to serve as a justification for the policy of the “bloc of four classes”. The yoke of imperialism leads allegedly to the fact that “all” (!) the classes of China look upon the Canton government as the “national government of the whole of China in the same way” (!). (Speech of comrade Kalinin, Izvestia , March 6) This is essentially the position of the right Guomindang man, Dai Tshi Tao, who pretends that the laws of the class struggle do not exist for China – because of imperialist pressure.

China is an oppressed semi-colonial country. The development of the productive forces of China, which is proceeding in capitalist forms, demands the shaking off of the imperialist yoke. The war of China for its national independence is a progressive war, because it flows from the necessities of the economic and cultural development of China itself, as well as because it facilitates the development of the revolution of the British proletariat and that of the whole world proletariat.

But this by no means signifies that the imperialist yoke is a mechanical one, subjugating “all” the classes of China in the “same” way. The powerful role of foreign capital in the life of China has caused very strong sections of the Chinese bourgeoisie, the bureaucracy and the military to join their destiny with that of imperialism. Without this tie, the enormous role of the so-called “militarists” in the life of modern China would be inconceivable.

It would further be profound na‘veté to believe that an abyss lies between the so-called comprador bourgeoisie, that is, the economic and political agency of foreign capital in China, and the so-called “national” bourgeoisie. No, these two sections stand incomparably closer to each other than the bourgeoisie and the masses of workers and peasants. The bourgeoisie participated in the national war as an internal brake, looking upon the worker and peasant masses with growing hostility, and becoming ever readier to conclude a compromise with imperialism.

Installed within the Guomindang and its leadership, the national bourgeoisie has been essentially an instrument of the compradors and imperialism. It can remain in the camp of the national war only because of the weakness of the worker and peasant masses, the lack of development of the class struggle, the lack of independence of the Chinese Communist Party and the docility of the Guomindang in the hands of the bourgeoisie.

It is a gross mistake to think that imperialism mechanically welds together all the classes of China from without. That is the position of the Chinese Kadet, Dai Tshi Tao, but in no wise ours. The revolutionary struggle against imperialism does not weaken, but rather strengthens the political differentiation of the classes. Imperialism is a highly powerful force in the internal relationships of China. The main source of this force is not the warships in the waters of the Yangtze Kiang – they are only auxiliaries – but the economic and political bond between foreign capital and the native bourgeoisie. The struggle against imperialism, precisely because of its economic and military power, demands a powerful exertion of forces from the very depths of the Chinese people. To really arouse the workers and peasants against imperialism is possible only by connecting their basic and most profound life interests with the cause of the country’s liberation. A workers’ strike – small or large – an agrarian rebellion, an uprising of the oppressed sections in city and country against the usurer, against the bureaucracy, against the local military satraps, all that arouses the multitudes, that welds them together, that educates, steels, is a real step forward on the road to the revolutionary and social liberation of the Chinese people. Without that, the military successes and failures of the right, semi-right or semi-left generals will remain foam on the surface of the ocean. But everything that brings the oppressed and exploited masses of the toilers to their feet inevitably pushes the national bourgeoisie into an open bloc with the imperialists. The class struggle between the bourgeoisie and the masses of workers and peasants is not weakened, but, on the contrary, is sharpened by imperialist oppression, to the point of bloody civil war at every serious conflict. The Chinese bourgeoisie always has a solid rearguard behind it in imperialism, which will always help it with money, goods and shells against the workers and peasants.

Only wretched philistines and sycophants, who hope in their hearts to obtain freedom for China as an imperialist bounty for the good behaviour of the masses, can believe that the national liberation of China can be achieved by moderating the class struggle, by curbing strikes and agrarian uprisings, by abandoning the arming of the masses, etc. When comrade Martynov proposes that strikes and the struggle on the land be replaced by a solution of the questions through the medium of governmental arbitration, then he differs in no way from Dai Tshi Tao, the philosophical inspirer of Chiang Kai-shek’s policy.  

Democratic or Socialist Revolution?

4) The senseless contention is attributed to the Opposition that China now stands on the eve of a socialist dictatorship of the proletariat. There is nothing original in this “criticism”. On the eve of 1905 and later on, the Mensheviks frequently declared that Lenin’s tactic would be correct if Russia were directly on the eve of the socialist revolution. Lenin, however, explained to them that his tactic was the only road to the radical victory of the democratic revolution which, under favourable conditions, would begin to grow over into a socialist revolution.

The question of the “non-capitalist” path of development of China was posed in a conditional form by Lenin, for whom, as for us, it was and is ABC wisdom that the Chinese revolution, left to its own forces, that is, without the direct support of the victorious proletariat of the USSR and the working class of all advanced countries , could end only with the conquest of the broadest possibilities for the capitalist development of the country, with more favourable conditions for the labour movement.

5) No less basically false is the contention that the question as to whether the Chinese proletariat needs an independent party; whether this party needs a bloc with the Guomindang or must subordinate itself to it; whether soviets are necessary, etc., must be solved in accordance with how we conceive the course and the tempo of the further stages of the Chinese revolution. It is quite possible that China will have to pass through a relatively prolonged stage of parliamentarism, beginning with a Constituent Assembly. This demand is inscribed on the banner of the Communist Party. If the bourgeois democratic revolution does not grow into a socialist revolution in the near future, then in all probability the workers’ and peasants’ soviets will pass from the scene for a definite stage and give way to a bourgeois régime, which, depending on the progress of the world revolution, will in turn give way, at a new historical stage, to the dictatorship of the proletariat.

6) But first of all, the inevitability of the capitalist path has by no means been proved; and secondly – this argument is now incomparably more timely for us – the bourgeois tasks can be solved in various ways. The slogan of the Constituent Assembly becomes an empty abstraction, often simple charlatanry, if one does not add who will convoke it and with what program. Chiang Kai-shek can raise the slogan of a Constituent Assembly against us even tomorrow, just as he has now raised his “workers’ and peasants’ program” against us. We want a Constituent Assembly convoked not by Chiang Kai-shek but by the executive committee of the workers’ and peasants’ soviets. That is the only serious and sure road.

7) Basically untenable is the endeavour of comrade Bukharin to justify the opportunist and compromising line by referring to the allegedly predominant role of the “remnants of feudalism” in Chinese economy. Even if comrade Bukharin’s estimation of Chinese economy rested on an economic analysis and not on scholastic definitions, the “remnants of feudalism” would still be unable to justify the policy which so manifestly facilitated the April coup d’état .

The Chinese revolution has a national bourgeois character principally because the development of the productive forces of Chinese capitalism collides with its governmental customs dependence upon the countries of imperialism. The obstruction of the development of Chinese industry and the throttling of the internal market involve the conservation and rebirth of the most backward forms of production in agriculture, of the most parasitic forms of exploitation, of the most barbaric forms of oppression and violence, the growth of surplus population, as well as the persistence and aggravation of pauperism and all sorts of slavery. No matter how great the specific weight of the typically “feudal” elements in Chinese economy may be they can be swept away only in a revolutionary way, and consequently not in alliance with the bourgeoisie but in direct struggle against it. The more complicated and tortuous is the interlacing of feudal and capitalist relations, the less the agrarian question can be solved by legislation from above, the more indispensable is the revolutionary initiative of the peasant masses in close union with the workers and the poor population of the cities, the falser is the policy that clings convulsively to the alliance with the bourgeoisie and the large landowner and subordinates its work among the masses to this alliance. The policy of the “bloc of four classes” not only prepared the bloc of the bourgeoisie with imperialism, but also meant the preservation of all the survivals of barbarism in administration and in economy.

To invoke the bourgeois character of the Chinese revolution, in particular against the soviets, is simply to renounce the experiences of our bourgeois revolutions of 1905 and February 1917. In these revolutions, the immediate and essential objective was the abolition of the autocratic and feudal régime. This aim did not exclude, but demanded the arming of the workers and the formation of soviets. Here is how Lenin treated the subject after the February revolution:

“For an effective struggle against the tsarist monarchy, for a real assurance of liberty not only in words, not in elegant promises of the rhetoricians of liberalism, the workers must not support the new government, but the government must ‘support’ the workers. For the only guarantee of freedom and of the final destruction of tsarism is the arming of the proletariat , the consolidation, the extension, the development of the role, the significance, and the power of the workers’ and soldiers’ soviets. Everything else is phrases and lies of the politicians in the liberal and radical camps who are deceiving themselves. Support the arming of the workers or at least do not obstruct this process, and freedom in Russia will be invincible, the monarchy irretrievable, the republic assured. Otherwise the people will be deceived. Promises are cheap. They cost nothing. All the bourgeois politicians in all the bourgeois revolutions have ‘fed’ the people with promises and stupefied the workers. Our revolution is a bourgeois revolution, therefore the workers must support the bourgeoisie; that is what the worthless politicians from the camp of the liquidators say. Our revolution is a bourgeois revolution, say we, the Marxists; therefore the workers must open the eyes of the people to the deception of the bourgeois politicians, must teach it to put no trust in words, to rely upon its own forces, its own organization, its own unity, its own arms.” [2]

The Chinese revolutionist who casts the over-cunning resolutions and comments on the bloc of four classes out of his head, will firmly grasp the sense of these simple words of Lenin, will be sure not to go astray and will attain the goal.  

The School of Martynov in the Chinese Question

8) The official leadership of the Chinese revolution has been oriented all this time on a “general national united front” or on the “bloc of four classes” (cf. the report of Bukharin; the leader in the Communist International , no.11; the unpublished speech by Stalin to the Moscow functionaries on April 5, 1927; the article by Martynov in Pravda on April 10; the leader in Pravda of March 16; the speech by comrade Kalinin in Izvestia of March 6, 1927; the speech by comrade Rudzutak in Pravda of March 9, 1927; etc., etc.). Matters had gone so far on this track, that on the eve of Chiang Kai-shek’s coup d’état , Pravda , in order to expose the Opposition, proclaimed that revolutionary China was not being ruled by a bourgeois government but by a “government of the bloc of four classes”.

The philosophy of Martynov, which has the sorry courage to carry all the mistakes of Stalin and Bukharin in the questions of Chinese policy to their logical conclusion, does not meet a trace of objection. Yet it is tantamount to trampling under foot the fundamental principles of Marxism. It reproduces the crudest features of Russian and international Menshevism, applied to the conditions of the Chinese revolution. Not for nothing does the present leader of the Mensheviks, Dan, write in the last number of Sotsialisticheski Vestnik :

“‘In principle’ the Bolsheviks were also for retaining the ‘united front’ in the Chinese revolution up to the completion of the task of national liberation. On April 10, Martynov, in Pravda , most effectively and despite the obligatory abuse of the Social Democrats, in a quite ‘Menshevik manner’ showed the ‘Left’ Oppositionist Radek the correctness of the official position which insists on the necessity of retaining the ‘bloc of four classes’, on not hastening to overthrow the coalition government in which the workers sit side by side with the big bourgeoisie, not to impose ‘socialist tasks’ upon it prematurely.” [3]

Everyone who knows the history of the struggle of Bolshevism against Menshevism, particularly in the question of relations to the liberal bourgeoisie, must acknowledge that Dan’s approval of the “rational principles” of the Martynov school is not accidental, but follows with perfect legitimacy. It is only unnatural that this school should raise its voice with impunity in the ranks of the Comintern.

The old Menshevik tactic of 1905 to 1917, which was crushed under foot by the march of events, is now transferred to China by the Martynov school, much the same as capitalist trade dumps its most inferior merchandise, which finds no market in the mother country, into the colonies. The merchandise has not even been renovated. The arguments are the same, letter for letter, as they were twenty years ago. Only, where formerly the word autocracy stood, the word imperialism has been substituted for it in the text. Naturally, British imperialism is different from autocracy. But the Menshevik reference to it does not differ in the slightest from its reference to autocracy. The struggle against foreign imperialism is as much a class struggle as the struggle against autocracy. That it cannot be exorcized by the idea of the national united front, is far too eloquently proved by the bloody April events, a direct consequence of the policy of the bloc of four classes.  

What the “Line” Looked Like in Practice

9) On the past period, which terminated with the April coup d’état , the theses of comrade Stalin announce:

“The line adopted was the only correct line.”

What did it look like in practice? An eloquent reply is supplied by Tang Pingshan, the Communist minister of agriculture, in his report at the Seventh Plenum of the ECCI in December 1926.

“Since the establishment of the national government in Canton last July, which is nominally a government of the left wing, the power has actually been in the hands of the right wing ... The movement of the workers and peasants cannot develop to its full breadth as a result of various obstacles. After the March putsch a military dictatorship of the centre [that is, Chiang Kai-shek] was established, while the political power remained as before in the hands of the right wing. The whole political power, which should properly [!] have belonged to the left wing, is finally lost.”

So: the left “should have” had the power, but finally lost it; the state power belonged to the right, the military authority, which is incomparably more powerful, arid was entirely in the hands of the “centre” of Chiang Kai-shek, which became the centre of the conspiracy. Under such conditions, it is not difficult to understand why “the movement of the workers and peasants” could not develop as it should have.

Tang Pingshan gives an even more precise characterization of what the “only correct line” looked like in reality:

“... We sacrificed the interests of the workers and peasants in practice ... After lengthy negotiations with us, the government did not as much as promulgate a trade-union law ... The government did not accept the demands of the peasantry, which we presented to it in the name of various social organizations. When conflicts arose between the large landowners and the poor peasants, the government always took the side of the former.”

How could all this happen? Tang Pingshan cautiously names two reasons:

a ) “The left leaders are not capable of consolidating and extending their influence by means of political power”;

b ) The right wing “won the possibility to act, partly as a result of our wrong tactic ”.

10) Such are, the political relations that received the pompous title of the “bloc of four classes”. Such “blocs” abound in the revolutionary as well as the parliamentary history of bourgeois countries: the big bourgeoisie leads the petty-bourgeois democrats, the phrase-mongers of the national united front, behind it, and the latter, in turn, confuse the workers and drag them along behind the bourgeoisie. When the proletarian “tail”, despite the efforts of the petty-bourgeois phrase-mongers, begins to stir too violently, the bourgeoisie orders its generals to stamp on it. Then the opportunists observe with an air of profundity that the bourgeoisie has “betrayed” the national cause.

11) But did not the Chinese bourgeoisie “nevertheless” fight against imperialism? This argument too is an empty commonplace. The compromisers of every country, in similar cases, have always assured the workers that the liberal bourgeoisie is fighting against reaction. The Chinese bourgeoisie utilized the petty-bourgeois democracy only in order to conclude an alliance with imperialism against the workers. The Northern expedition only served to strengthen the bourgeoisie and weaken the workers. A tactic that prepared such a result is a false tactic. “We sacrificed the interests of the workers and peasants in practice,” says Tang Pingshan. What for? To support the bloc of four classes. And the results? A colossal success of the bourgeois counter-revolution, the consolidation of shattered imperialism, the weakening of the USSR. Such a policy is criminal. Unless it is mercilessly condemned, we cannot take a step forward.  

The Theses Justify a Line for Which There Is No Justification

12) The theses endeavour even now to justify the policy which united the party of the proletariat with the big bourgeoisie within the framework of one organization, the Guomindang, where the whole leadership was in the hands of the bourgeoisie. The theses declare: “This was the line ... for the utilization of the rights, their connections and experiences, in so far as they submitted [!] to the discipline of the Guomindang.” Now we know very well how the bourgeoisie submitted to “discipline” and how the proletariat utilized the rights, that is, the big and middle bourgeoisie, their “connections” (with the imperialists) and their “experiences” (in strangling and shooting the workers). The story of this “utilization” is written in the book of the Chinese revolution with letters of blood. But this does not prevent the theses from saying: “The subsequent events fully confirmed the correctness of this line.” Further than this no one can go!

From an enormous counter-revolutionary coup d’état , the theses of Stalin draw the positively miserable conclusion that the policy of “isolating the right” within the united Guomindang must be “replaced” by a policy of “determined struggle” against the right. All this after the right-wing “comrades” have begun to speak in the language of machine-guns.

13) The theses refer, to be sure, to a “previous prediction” on the inevitability of the bourgeoisie’s withdrawal from the revolution. But are such prophecies by themselves sufficient for a Bolshevik policy? The prediction that the bourgeoisie will quit is an empty commonplace unless definite political conclusions are drawn from it. In the already quoted article, which approves the semi-official line of Martynov, Dan writes: “In a movement that embraces such antagonistic classes, the united front cannot of course last forever .” [4]

So Dan also acknowledges the “inevitability of the bourgeoisie’s withdrawal”. In practice, however, the policy of Menshevism in the revolution consists of retaining the united front at any cost, as long as possible, at the price of adapting its own policy to the policy of the bourgeoisie, at the price of cutting down the slogans and the activity of the masses, and even, as in China, at the price of the organizational subordination of the workers’ party to the political apparatus of the bourgeoisie. The Bolshevik way, however, consists of an unconditional political and organizational demarcation from the bourgeoisie, of a relentless exposure of the bourgeoisie from the very first steps of the revolution, of a destruction of all petty-bourgeois illusions about the united front with the bourgeoisie, of tireless struggle with the bourgeoisie for the leadership of the masses, of the merciless expulsion from the Communist Party of all those elements who sow vain hopes in the bourgeoisie or idealize them.  

Two Paths and the Mistakes of the Past

14) The theses of comrade Stalin, to be sure, seek to oppose to each other the two paths of development of the Chinese revolution: one under the leadership of the bourgeoisie, with its suppression of the proletariat and an inevitable alliance with foreign imperialism; the other under the leadership of the proletariat against the bourgeoisie.

But in order that this second prospect of the bourgeois-democratic revolution should not remain an empty phrase, it must be said openly and plainly that the whole leadership of the Chinese revolution up to now has been in irreconcilable contradiction to it. The Opposition has been and is subjected to a rabid criticism precisely because, from the very beginning, it brought to the fore the Leninist manner of putting the question, that is, the path of the struggle of the proletariat against the bourgeoisie for the leadership of the oppressed masses of city and country within the framework and on the foundation of the national-democratic revolution.

15) From the theses of Stalin it follows that the proletariat can separate itself from the bourgeoisie only after the latter has tossed it aside, disarmed it, beheaded it and crushed it under foot. But this is precisely the way the abortive revolution of 1848 developed, where the proletariat had no banner of its own, but followed at the heels of the petty-bourgeois democracy, which in turn trotted behind the liberal bourgeoisie and led the workers under the sabre of Cavaignac. Great though the real peculiarities of the Chinese situation may be, the fundamentals that characterized the development of the 1848 revolution have been repeated in the Chinese revolution with such deadly precision as though neither the lessons of 1848, 1871, 1905 and 1917 nor those of the Communist Party of the Soviet Union and the Comintern had ever existed.

That Chiang Kai-shek played the role of a republican-liberal Cavaignac has already become a commonplace. The theses of Stalin, following the Opposition, recognize this analogy. But the analogy must be supplemented. Cavaignac would have been impossible without the Ledru-Rollins, the Louis Blancs and the other phrasemongers of the all-inclusive national front. And who played these roles in China? Not only Wang Jingwei, but also the leaders of the Chinese Communist Party, above all their inspirers of the ECCI. Unless this is stated openly, explained and deeply impressed, the philosophy of – the two paths of development will only serve to screen opportunism à la Louis Blanc and Martynov, that is, to prepare a repetition of the April tragedy at a new stage of the Chinese revolution.  

The Position of the Chinese Communist Party

16) In order to have the right to speak about the struggle for the Bolshevik path of the democratic revolution, one must possess the principal instrument of proletarian policy; an independent proletarian party which fights under its own banner and never permits its policy and organization to be dissolved in the policy and organization of other classes. Without assuring the complete theoretical, political and organizational independence of the Communist Party, all talk about “two paths” is a mockery of Bolshevism. The Chinese Communist Party, in this whole period, has not been in alliance with the revolutionary petty-bourgeois section of the Guomindang, but in subordination to the whole Guomindang, led in reality by the bourgeoisie which had the army and the power in its hands. The Communist Party submitted to the political discipline of Chiang Kai-shek. The Communist Party signed the obligation not to criticize Sun-Yat-Sen-ism, a petty-bourgeois theory which is directed not only against imperialism, but also against the class struggle. The Communist Party did not have its own press, that is, it lacked the principal weapon of an independent party. Under such conditions, to speak of the struggle of the proletariat for hegemony means to deceive oneself and others.

17) By what is the submissive, indistinct, and politically unworthy position of the Communist Party in Chiang Kai-shek’s Guomindang to be explained? By the insistence upon the unity of the national front under the actual leadership of the bourgeoisie which allegedly “could not” withdraw from the revolution (the school of Martynov), that is, the rejection in practice of the second, Bolshevik path of which the theses of Stalin speak as an afterthought, solely for camouflage purposes.

To justify such a policy by the necessity for an alliance of the workers and peasants, is to reduce this alliance itself to a phrase, to a screen for the commanding role of the bourgeoisie. The dependence of the Communist Party, an inevitable result of the “bloc of the four classes”, was the main obstacle in the path of the workers’ and peasants’ movement, and therefore also of the real alliance between the proletariat and the peasantry, without which the victory of the Chinese revolution cannot even be thought of.

18) What should the Communist Party do in the future?

In the theses, there is only a single sentence on this, but one capable of sowing the greatest confusion and causing irreparable harm. “... While fighting in the ranks of the revolutionary Guomindang,” say Stalin’s theses, “the Communist Party must preserve its independence more than ever before.” Preserve? But to this day the Communist Party has had no such independence. Precisely its lack of independence is the source of all the evils and all the mistakes. In this fundamental question, the theses, instead of making an end once and for all to the practice of yesterday, propose to retain it “more than ever before”. But this means that they want to retain the ideological, political and organizational dependence of the proletarian party upon a petty-bourgeois party, which is inevitably converted into an instrument of the big bourgeoisie.

In order to justify a false policy, one is forced to call dependence independence, and to demand the preservation of what ought to be buried for all time.

19) Chinese Bolshevism can rise only under a merciless self-criticism by the best elements of the Communist Party. To support them in this is our direct duty. The attempt to cover up the mistakes of the past by artificially curbing a discussion of them, will cause enormous harm, primarily to the Chinese Communist Party. If we do not help it to purge itself, in the shortest period, from Menshevism and the Mensheviks, it will enter a prolonged crisis, with splits, desertions, and an embittered struggle of various groups. What is more, the heavy defeats of opportunism may clear a road to anarcho-syndicalist influences.

If, in spite of a workers’ mass movement, in spite of the powerful rise of the trade unions, in spite of the revolutionary agrarian movement on the land, the Communist Party should remain as before an integral appendage to a bourgeois party, and what is more, should it enter the national government created by this bourgeois party, it would be better to say frankly: the time has not yet come for a Communist party in China. It is better not to constitute any Communist party at all than to discredit it so cruelly at the time of a revolution, that is, just at the time when the Party is being joined to the working masses with bonds of blood and when great traditions are being created that are destined to live for decades.  

Who Was Mistaken on the Tempo?

20) In Stalin’s theses there is of course a whole section devoted to the “mistakes of the Opposition”. Instead of hitting out at the right, that is, at the mistakes of Stalin himself, the theses are intent upon striking at the left, thereby deepening the mistakes, piling up confusion, making the way out more difficult, and driving the line of the leadership down into the swamp of compromise.

21) The main accusation: the Opposition “does not understand that the revolution in China cannot develop at a rapid tempo”. For some reason or other, the theses drag in here the tempo of the October revolution. If the question of tempo is raised, it must not be measured with the external yardstick of the October revolution, but with the internal class relationships of the Chinese revolution itself. The Chinese bourgeoisie, as is known, paid no attention to the precepts about a slow tempo. In April 1927, it considered it quite opportune to throw off the mask of the united front which had served it so well, in order to open an attack upon the revolution with all its strength. The Communist Party, the proletariat, as well as the Left Guomindang people, showed themselves completely unprepared for this blow. Why? Because the leadership counted upon a slower tempo, because it remained hopelessly behindhand, because it was infected with chvostism .

On April 23, that is, after the coup d’état by Chiang Kai-shek, the Central Committee of the Guomindang, together with the “left” Wuhan government, published a manifesto, which said:

“ It only remains for us to regret [!] that we did not act when there was still time . For that we apologize [!] sincerely.” [5]

In these doleful and whining avowals lies, against the will of their authors, a pitiless refutation of the Stalinist philosophy on the “tempo” of the Chinese revolution.

22) We continued to maintain the bloc with the bourgeoisie at a time when the working masses were driving towards independent struggle. We attempted to utilize the experiences of the “rights” and became playthings in their hands. We carried on an ostrich policy in the press, by suppressing and concealing from our own party the first coup d’état by Chiang Kai-shek in March 1926, the shootings of workers and peasants, and in general all the facts that marked the counter-revolutionary character of the Guomindang leadership. We neglected to look after the independence of our own party. We founded no newspaper for it. “We sacrificed the interests of the workers and peasants in practice” (Tang Pingshan). We did not take a single serious step to win over the soldiers. We allowed the Chiang Kai-shek band to establish a “military dictatorship of the centre”, that is, a dictatorship of the bourgeois counter-revolution. On the very eve of the coup d’état we blew the trumpets for Chiang Kai-shek. We declared that he had “submitted to discipline”, and that we had succeeded “by a skilful tactical manoeuvre in forestalling an abrupt turn to the right that threatened the Chinese revolution”. [6] We remained behind the events all along the line. At every step we lost in tempo to the benefit of the bourgeoisie. In this way we prepared the most favourable conditions for the bourgeois counter-revolution. The Left Guomindang at least offers us its “sincere apology”. The theses of Stalin, on the contrary, draw from this whole chain of truly unparalleled chvostist mistakes the remarkable conclusion that the Opposition demands. a too rapid tempo.

23) Ever more frequently one hears accusations at our party meetings against the “ultra-left” Shanghaiers and in general against the Chinese workers for having provoked Chiang Kai-shek by their “excesses”. No one cites any examples; and what would they prove, anyway? Not a single real people’s revolution, drawing millions into its vortex, proceeds without so-called “excesses”. A policy which seeks to prescribe for the masses just awakening a line of march that will not disturb the bourgeois “order” is a policy of incurable philistines. It will always break its head against the logic of civil war when, while pronouncing belated curses upon the Cavaignacs and Kornilovs, it denounces at the same time the alleged “excesses” of the left.

The “mistake” of the Chinese workers lies in the fact that the critical moment of the revolution found them unprepared, unorganized and unarmed. But that is not their mistake, it is their misfortune. The responsibility for it falls entirely upon a bad leadership, which let every interval pass.  

Does a New Revolutionary Centre Already Exist or Must One First Be Created?

24) On the present state of the Chinese revolution, the theses proclaim: “Chiang Kai-shek’s coup d’état means that there will now be two camps, two governments, two armies, two centres in the South: a revolutionary centre in Wuhan and a counter-revolutionary centre in Nanking.” What an inexact, superficial, vulgar characterization! It is not simply a question of two halves of the Guomindang but of a new grouping of class forces. To believe that the Wuhan government is already a finished centre, which will simply continue the revolution from the point where it was brought to a stop and beaten to the ground by Chiang Kai-shek, is to regard the counter-revolutionary coup d’état in April as a personal “desertion”, an “episode”; in a word, it is to understand nothing.

The workers were not simply crushed. They were crushed by those who led them. Can one believe that the masses will now follow the Left Guomindang with the same confidence that they accorded the whole Guomindang yesterday? From now on the struggle must be conducted not only against the former militarists allied with imperialism, but also against the “national” bourgeoisie which, as a result of our radically incorrect policy, has captured the military apparatus and considerable sections of the army.

For the struggle on a new, higher stage of the revolution, the deceived masses must above all be inspired with confidence in themselves, and the not yet awakened masses must be aroused. For this, it must first of all be demonstrated that not a trace has been left of that disgraceful policy which “sacrificed the interests of the workers and peasants” (cf. Tang Pingshan) in order to support the bloc of the four classes. Anyone who will lean in the direction of this policy must be mercilessly driven out of the Chinese Communist Party.

The miserably superficial and bureaucratic idea must be thrown aside that now, after the sanguinary experiences, millions of workers and peasants can be set in motion and led if only the “banner” of the Guomindang is waved around in the air a little. (We will surrender the blue banner of the Guomindang to nobody! cries Bukharin.)

No, the masses need a revolutionary program and a fighting organization which grows out of their own ranks and contains within itself the guarantee of contact with the masses and of loyalty to them. The Wuhan authorities are not enough for this: workers’, peasants’ and soldiers’ soviets are needed for this, soviets of the toilers.  

Soviets and the Arming of the Workers and Peasants

25) After rejecting the vital and indispensable slogan of soviets, the theses of comrade Stalin declare somewhat unexpectedly that the principal “antidote [?] to the counter-revolution is the arming of the workers and peasants”. The arming of the workers is undoubtedly a necessary thing. We will have no differences at all on this point. But how are we to explain why it was considered correct up to now to arm the workers to a “minimum” extent for the welfare of the revolution? that the representatives of the Comintern actually opposed the arming of the workers? (cf. the letter of the four comrades to the delegation of the CPSU in the Comintern); that in spite of the full possibility of arming themselves the workers found themselves unarmed at the moment of the coup d’état ? All this is to be explained by the desire not to break with Chiang Kai-shek, not to offend Chiang Kai-shek, not to push him to the right. The marvellous “antidote” was lacking precisely on the day when it was most needed. Today the workers are not arming themselves in Wuhan either – so as “not to drive away” Wang Jingwei.

26) The arming of the workers and peasants is an excellent thing. But one must be logical. In Southern China there are already armed peasants; they are the so-called National armies. Yet, far from being an “antidote to the counter-revolution”, they have been its tool. Why? Because the political leadership, instead of embracing the masses of the army through soldiers’ soviets has contented itself with a purely external copy of our political departments and commissars, which, without an independent revolutionary party and without soldiers’ soviets, have been transformed into an empty camouflage for bourgeois militarism.

27) The theses of Stalin reject the slogan of soviets with the argument that it would be a “slogan of struggle against the government of the revolutionary Guomindang”. But in that case, what is the meaning of the words: “The principal antidote to the counter-revolution is the arming of the workers and peasants”?Against whom will the workers and peasants arm themselves? Will it not be against the governmental authority of the revolutionary Guomindang?

The slogan of arming the workers and peasants, if it is not a phrase, a subterfuge, a masquerade, but a call to action, is not less sharp in character than the slogan of workers’ and peasants’ soviets. Is it likely that the armed masses will tolerate at their side or over them the governmental authority of a bureaucracy alien and hostile to them? The real arming of the workers and peasants under present circumstances inevitably involves the formation of soviets.

28) Further: Who will arm the masses? Who will direct the armed men?

So long as the national armies marched forward and the Northern armies yielded ground, the arming of the workers could proceed with relative ease. The timely organization of workers’, peasants’ and soldiers’ soviets would have meant a real “antidote” to the counter-revolution. Unfortunately, the mistakes of the past are irreparable. The whole situation has now taken a sharp turn for the worse. The few weapons seized spontaneously by the workers (are not these the “excesses” that are spoken of?) have been torn from them. The advance to the North has been suspended. Under these conditions the arming of the workers and peasants is a labourious and difficult task. To declare that the time for the soviets has not yet arrived and at the same time to launch the slogan for arming the workers and peasants, is to sow confusion. Only the soviets, at a further development of the revolution, can become the organs capable of really conducting the arming of the workers and of directing these armed masses.  

Why Is It Impossible to Form Soviets?

29) To this, the theses reply: “In the first place soviets cannot be created at any convenient moment, they are created only in the period of a special rise of the revolutionary wave.” If these words have any sense at all, it is this: We let pass the favourable moment when we did not call upon the masses to create soviets at the beginning of the last period of powerful revolutionary rise. Once again: the mistakes of the past are irreparable. If we are of the opinion that the Chinese revolution has been crushed for a long time, then the slogan of soviets will naturally find no echo in the masses. But all the more unfounded then is the slogan of the arming of the workers and peasants. We do not believe, however, that the consequences of the false policy pursued are so heavy and profound. There are many facts that speak for the possibility and the likelihood of a new revolutionary rise in the near future. Among other things, it is indicated by the fact that Chiang Kai-shek is forced to flirt with the masses, to promise the workers the eight-hour day, and all sorts of relief to the peasants, etc. In the event of a further extension of the agrarian movement and a turning of the petty-bourgeois masses of the city against Chiang Kai-shek as an open agent of imperialism, more favourable conditions can arise in the near future under which the now battered proletarian vanguard will reassemble the ranks of the toilers for a new offensive. Whether this will take place a month sooner or later is of no concern; in any case we must prepare for it now with our own program and our own organizations. In other words: the slogan of soviets will henceforth accompany the whole further course of the Chinese revolution and reflect its destinies .

30) “In the second place,” say the theses, “soviets are not formed for chattering; they are created primarily as organs of struggle against the existing state power, and for the conquest of power.” That soviets are not created for chattering is perhaps the only correct point in the theses. But a revolutionist does not propose the arming of the workers and peasants for chattering either. Whoever says here: at the present stage only chatter can be the result of soviets, but on the contrary, something serious will come out of the arming of the workers and peasants, is either making fun of himself or of others.

31) A third argument: since there is now a series of Left Guomindang organizations in Wuhan, which in their solemn manifesto of April 23 apologized for having overslept the coup d’état of Chiang Kai-shek, the theses draw the conclusion: the creation of soviets would mean an insurrection against the Left Guomindang, “for there is no other governmental authority in this region at present than that of the revolutionary Guomindang”.

These words fairly reek with the apparatus-like, bureaucratic conception of revolutionary authority. The government is not regarded as the expression and consolidation of the developing struggle of the classes, but as the self-sufficient expression of the will of the Guomindang. The classes come and go but the continuity of the Guomindang goes on for ever. But it is not enough to call Wuhan the centre of the revolution for it really to be that. The provincial Guomindang of Chiang Kai-shek had an old, reactionary, mercenary bureaucracy at its disposal. What has the Left Guomindang? For the time being, nothing or almost nothing. The slogan of soviets is a call for the creation of real organs of the new state power right through the transitional régime of a dual government.

32) And what will be the attitude of the soviets to the “government of the revolutionary Guomindang”, allegedly the “only” governmental authority “in this region”?A truly classic question! The attitude of the soviets to the revolutionary Guomindang will correspond to the attitude of the revolutionary Guomindang to the soviets. In other words: to the extent that the soviets arise, arm themselves, consolidate themselves, they will tolerate over them only such a government as bases itself upon the armed workers and peasants. What makes the soviet system valuable is the fact that, especially in directly revolutionary epochs, it furnishes the best means of guaranteeing agreement between the central and local government authorities.

33) Comrade Stalin, as far back as 1925, called the Guomindang a “workers’ and peasants’ party” (!?). [7] This definition has nothing in common with Marxism. But it is clear that with this incorrect formulation comrade Stalin wanted to express the idea that the basis of the Guomindang is an anti-bourgeois alliance of the workers and peasants. This was absolutely false for the period in which it was said: the workers and peasants, it is true, did follow the Guomindang, but they were led by the bourgeoisie and we know where it led them. Such a party is called bourgeois, and not workers’ and peasants’. After the “withdrawal” of the bourgeoisie (that is, after it massacred the unarmed and unprepared proletariat), the revolution, according to Stalin, passes over to a new stage, in which it is to be led by the Left Guomindang, that is, by one, at least so we are to assume, that will finally realize the Stalinist idea of the “workers’ and peasants’ party”. The question arises: why then will the creation of workers’ and peasants’ soviets mean a war against the authority of the workers’ and peasants’ Guomindang?

34) Another argument: To call for the creation of soviets “means to hand the enemies of the Chinese people a new weapon to combat the revolution, to manufacture new legends and to pretend that there is no national revolution in China, but an artificial transplanting of Moscow sovietization”.

This stupefying argument means that if we develop, extend and deepen the revolutionary movement of the masses, the enemies of the Chinese people will redouble their efforts to calumniate it. This argument has no other sense. Therefore it has no sense at all.

Perhaps the theses have not in mind the enemies of the Chinese people, but the fear of the popular masses themselves of a Moscow sovietization? But on what is such a consideration based? It is well known that all the varieties of the “national” bourgeoisie, right, centre and left, zealously smear themselves with a protective Muscovite colouration in all their political work: they create commissars, political army posts, political departments, plenums of the central committee, control commissions, etc. The Chinese bourgeoisie is not at all afraid of transplanting Muscovite forms, which it carefully debases to serve its own class aims. But why do they apply them? Not out of love for Moscow, but rather because they are popular with the masses of the people. The Chinese peasant knows that the soviets gave the land to the Russian peasant, and whoever does not know this ought to learn it. The Chinese workers know that the soviets guaranteed the liberty of the Russian proletariat. The experience of the counter-revolution of Chiang Kai-shek must have made the advanced workers understand that without an independent organization embracing the whole proletariat and assuring its collaboration with the oppressed masses in the city and on the land, the revolution cannot triumph. The creation of soviets follows for the Chinese masses from their own experience, and is far from being an “artificially transplanted sovietization” for them. A policy that is afraid to call things by their right name is a false policy. One must be guided by the revolutionary masses and by the objective needs of the revolution, but not by what the enemy will say.

35) It is said: The Hankow government is nevertheless a fact. Feng Yuxiang is a fact, Tang Shengzhi is a fact, and they have armed forces at their disposal; neither the Wuhan government nor Feng Yuxiang, nor Tang Shengzhi wants soviets. To create soviets would mean to break with these allies. Although this argument is not openly formulated in the theses, it is nevertheless decisive for many comrades. We have already heard from Stalin on the Hankow government: the “revolutionary centre”, the “only governmental authority”. At the same time an advertising campaign is launched for Feng Yuxiang in our party meetings: “a former worker”, “a faithful revolutionist”, “a reliable man”, etc. All this is a repetition of the past mistakes under circumstances in which these mistakes can become even more disastrous. The Hankow government and the army command can be against the soviets only because they will have nothing to do with a radical agrarian program, with a real break with the large landowners and the bourgeoisie, because they secretly cherish the thought of a compromise with the right. But then it becomes all the more important to form soviets. This is the only way to push the revolutionary elements of Hankow to the left and force the counter-revolutionists to retire.

36) But even if the soviets do not carry on a war with the “only” government of Hankow, will they not still bring with them the elements of dual power? Without a doubt. Whoever is really for the course towards a workers’ and peasants’ government, not only in words but in deeds, must understand that this course leads through a certain period of dual power. How long this period will last, what concrete forms it will assume, will depend upon how the “only” government in Hankow conducts itself, upon the independence and initiative of the Communist Party, upon how rapidly the soviets develop, etc. It will be our task, in any case, to strengthen the element of the workers and peasants in the dual power and by that provide the genuine workers’ and peasants’ soviet government with a fully developed democratic program.

37) But dozens of foreign warships are anchored in the Yangtze river which can sweep away Shanghai, Hankow, etc. Is it not insanity to form soviets under such conditions? This argument too is, of course, not formulated in Stalin’s theses, but it is paraded around everywhere in Party meetings (Martynov, Yaroslavsky and others). The school of Martynov would like to kill the idea of the soviets with fear of the British naval artillery. This artifice is not a new one. In 1917, the Social Revolutionists and the Mensheviks sought to frighten us by declaring that the seizure of power by the soviets would mean the occupation of Kronstadt and Petrograd by the Allies. We answered: only the deepening of the revolution can save it. Foreign imperialism will only reconcile itself to such a “revolution” as strengthens its own positions in China at the price of a few concessions to the Chinese bourgeoisie. Every real people’s revolution that undermines the colonial foundation of imperialism will inevitably meet with the latter’s furious resistance. We did try to stop halfway, but this “only correct line” protected Nanking from the cannon of imperialism as little as it did the Chinese workers from the machine-guns of Chiang Kai-shek. Only the transition of the Chinese revolution to the phase of real mass action, only the formation of workers’, peasants’ and soldiers’ soviets, only the deepening of the social program of the revolution, are capable, as our own experiences prove, of bringing confusion into the ranks of the foreign armed forces by arousing their sympathy for the soviets and thus really protecting the revolution from blows from without.  

What Do the Theses of Stalin Propose in Place of Soviets?

38) The creation of “revolutionary peasant committees, workers’ trade unions, and other mass organizations as preparatory elements for the soviets of the future”. What should be the course of these organizations? We do not find a single word on this in the theses. The phrase that these are “preparatory elements for the soviets of the future” is only a phrase and nothing more. What will these organizations do now? They will have to conduct strikes, boycotts, break the backbone of the bureaucratic apparatus, annihilate the counter-revolutionary military bands, drive out the large landowners, disarm the detachments of the usurers and the rich peasants, arm the workers and peasants, in a word, solve all the problems of the democratic and agrarian revolution that are on the order of the day, and in this way raise themselves to the position of local organs of power. But then they will be soviets, only of a kind that are badly suited to their tasks. The theses therefore propose, if these proposals are to be taken seriously at all, to create substitutes for soviets, instead of soviets themselves.

39) During all the preceding mass movements, the trade unions were compelled to fulfil functions closely approaching the functions of soviets (Hong Kong, Shanghai, and elsewhere). But these were precisely the functions for which the trade unions were entirely insufficient. They embrace a too small number of workers. They do not at all embrace the petty-bourgeois masses in the city that incline towards the proletariat. But such tasks as the carrying through of strikes with the least possible losses to the poorer population of the city, the distribution of provisions, participation in tax policy, participation in the formation of armed forces, to say nothing of carrying through the agrarian revolution in the provinces, can be accomplished with the necessary sweep only when the directing organization embraces not only all the sections of the proletariat, but connects them intimately in the course of its activities with the poor population in the city and country. One would at least think that the military coup d’état of Chiang Kai-shek had finally hammered into the mind of every revolutionist the fact that trade unions separated from the army are one thing, and united workers’ and soldiers’ soviets, on the other hand, are quite another thing. Revolutionary trade unions and peasants’ committees can arouse the hatred of the enemy no less than soviets. But they are far less capable than soviets of warding off its blows.

If we are to speak seriously of the alliance of the proletariat with the oppressed masses in the city and country – not of an “alliance” between the leaders, a semi-adulterated alliance through dubious representatives, but of a real fighting alliance built and steeled in the struggles of the masses against the enemy – then such an alliance can have no other organizational form than that of soviets. This can be denied only by those who rely more upon compromising leaders than upon the revolutionary masses below.  

Should We Break with the Left Guomindang?

From the foregoing remarks may be seen how ill-founded are the whispers about a break of the Communist Party with the Guomindang. “This is tantamount,” say the theses, “to deserting the field of struggle and leaving our allies in the Guomindang in the lurch to the delight of the enemies of the revolution.” These pathetic lines are quite out of place. It is not a question of a break but of preparing a bloc, not on the basis of subordination but on the basis of a genuine equality of rights. A revolutionary Guomindang has yet to be formed. We are in favour of the Communists working inside the Guomindang and patiently drawing the workers and peasants over to their side. The Communist Party can gain a petty-bourgeois ally, not by prostrating itself before the Guomindang at every one of its vacillations, but only if it appeals to the workers openly and directly, in its own name, under its own banner, organizes them around it and shows the Guomindang by example and by deed what a party of the masses is, by supporting every forward step of the Guomindang, by relentlessly unmasking every vacillation, every step backward, and by creating a real revolutionary foundation for a bloc with the Guomindang in the form of workers’, peasants’ and soldiers’ soviets.

40) It is absurd to assert that the Opposition stands for the “political isolation” of the Communist Party. This assertion contains just as much truth as the one that the Opposition stood for withdrawing from the British trade unions. Both accusations have only served to mask the bloc with the right Guomindang and with the traitorous General Council. The Opposition is energetically in favour of strengthening and developing the bloc with the revolutionary elements of the Guomindang, for a compact fighting alliance of the workers with the poor population of the city and country, for the course towards the revolutionary dictatorship of the workers, peasants and the urban petty-bourgeoisie.

For this it is necessary:

• to recognize as disastrous such forms of the bloc in which the Communist Party sacrifices the interests of the workers and peasants to the utopian aim of holding the bourgeoisie in the camp of the national revolution;
• to reject categorically such forms of the bloc in which the Communist Party hauls down its banner and sacrifices the growth of its own influence and its own authority in the interest of its allies;
• to approve a bloc with clearly formulated common tasks, but not to base it upon misunderstanding, diplomatic manoeuvres, sycophancy and hypocrisy;
• to lay down the conditions and limits of the bloc with thorough precision and let them be known to all;
• for the Communist Party to retain full freedom of criticism, and to watch over its allies with no less vigilance than over an enemy, without forgetting for a moment that an ally who bases himself upon other classes or depends upon other classes is only a temporary confederate who can be transformed by the force of circumstances into an opponent and an enemy;
• to set the connection with the petty-bourgeois masses higher than a connection with their party leaders;
• finally, to rely only upon ourselves, upon our own organization, arms and power.

Only by observing these conditions will a really revolutionary bloc of the Communist Party with the Guomindang become possible, not a bloc of the leaders, which vacillates and is subject to contingencies, but a bloc based upon all the oppressed masses of the city and country under the political hegemony of the proletarian vanguard.  

The Problems of the Chinese Revolution and the Anglo-Russian Committee

41) In the direction of the Chinese revolution we are confronted not by tactical errors, but by a radically false line. This follows clearly from everything that has been presented above. It becomes still clearer when the policy in China is compared with our policy towards the Anglo-Russian Committee. In the latter case the inconsistency of the opportunistic line did not express itself so tragically as in China, but no less completely and convincingly.

42) In England, as in China, the line was directed towards a rapprochement with the “solid” leaders, based on personal relations, on diplomatic combinations, while renouncing in practice the deepening of the abyss between the revolutionary or leftward-developing masses and the traitorous leaders. We ran after Chiang Kai-shek and thereby drove the Chinese Communists to accept the dictatorial conditions put by Chiang Kai-shek to the Communist Party. In so far as the representatives of the All-Russian Central Council of Trade Unions ran after Purcell, Hicks, Citrine and Company and adopted in principle the position of neutrality in the trade-union movement, they recognized the General Council as the only representative of the British proletariat and obligated themselves not to interfere in the affairs of the British labour movement.

43) The decisions of the Berlin Conference of the Anglo-Russian Committee mean our renunciation of support in the future to strikers against the will of avowed strikebreakers. They are tantamount to a condemnation and a flat betrayal of the trade-union minority, all of whose activity is directed against the traitors whom we have recognized as the sole representatives of the English working class. Finally, the solemn proclamation of “non-interference” signifies our capitulation in principle to the national narrowness of the labour movement in its most backward and most conservative form.

44) Chiang Kai-shek accuses us of interfering in the internal affairs of China just as Citrine accuses us of interfering in the internal affairs of the trade unions. Both accusations are only transcriptions of the accusation of world imperialism against a workers’ state which dares to interest itself in the fate of the oppressed masses of the whole world. In this case as in others, Chiang Kai-shek, like Citrine, under different conditions and at different posts, remain the agents of imperialism despite temporary conflicts with it. If we chase after collaboration with such “leaders”, we are forced ever more to restrict, to limit and to emasculate our methods of revolutionary mobilization.

45) Through our false policy we not only helped the General Council to maintain its tottering positions after the strike betrayal, but, what is more, we furnished it with all the necessary weapons for putting impudent demands to us which we meekly accepted. Under the tinkling of phrases about “hegemony”, we acted in the Chinese revolution and the British labour movement as if we were morally vanquished, and by that we prepared our material defeat. An opportunist deviation is always accompanied by a loss of faith in one’s own line.

46) The businessmen of the General Council, having received a guarantee of non-interference from the All-Russian Central Council of Trade Unions, are undoubtedly persuading Chamberlain that their method of struggle against Bolshevik propaganda is far more effective than ultimatums and threats. Chamberlain, however, prefers the combined method and combines the diplomacy of the General Council with the violence of British imperialism.

47) If it is alleged against the Opposition that Baldwin or Chamberlain “also” wants the dissolution of the Anglo-Russian Committee, then one understands nothing at all of the political mechanics of the bourgeoisie. Baldwin justly feared and still fears the harmful influence of the Soviet trade unions upon the leftward-developing labour movement of Britain. The British bourgeoisie set its pressure upon the General Council against the pressure of the All-Russian Central Council of Trade Unions upon the traitorous leaders of the trade unions, and on this field the bourgeoisie triumphed all along the line. The General Council refused to accept money from the Soviet trade unions and to confer with them on the question of aid for the mine workers. In exercising its pressure upon the General Council, the British bourgeoisie, through it, exerted pressure upon the All-Russian Central Council of Trade Unions and at the Berlin Conference obtained from the latter’s representatives an unprecedented capitulation on the fundamental questions of the class struggle. An Anglo-Russian Committee of this kind only serves the British bourgeoisie (cf. the declaration of The Times ). This will not hinder it from continuing its pressure in the future upon the General Council, and demanding of it a break with the All-Russian Central Council of Trade Unions, for by such a policy of pressure and blackmail the British bourgeoisie wins everything we lose by our senseless and unprincipled conduct.

48) The insinuations that Chiang Kai-shek is “in solidarity” with the Opposition, because he wants to drive the Communists out of the Guomindang, have the same value. A remark by Chiang Kai-shek is being circulated in which he is supposed to have said to another general that he agrees with the Opposition in the CPSU on this point. In the text of the document from which this “quotation” was picked out, the words of Chiang Kai-shek are not adduced as an expression of his views, but as a manifestation of his readiness and aptitude to deceit, to falsehood, and even to disguise himself for a few days as a “Left Communist” in order to be better able to stab us in the back. Still more, the document in question is one long indictment against the line and the work of the Comintern’s representatives in China. Instead of picking quotations out of the document and giving them a sense contrary to that contained in the text, it would be better to make the document itself known to the Comintern. Leave aside, however, the misuse of alleged “quotations” and there remains the “coincidence” that Chiang Kai-shek has always been against a bloc with the Communists, while we are against a bloc with Chiang Kai-shek. The school of Martynov draws from this the conclusion that the policy of the Opposition “generally” serves the reaction. This accusation is not new either. The whole development of Bolshevism in Russia proceeded under the accompaniment of Menshevik accusations that the Bolsheviks were playing the game of the reaction, that they were aiding the monarchy against the Kadets, the Kadets against the SRs and Mensheviks, and so on without end. Renaudel accuses the French Communists of rendering aid to Poincaré when they attack the bloc of the radicals and the Socialists. The German Social Democrats have more than once pretended that our refusal to enter the League of Nations plays the game of the extreme imperialists, etc., etc.

The fact that the big bourgeoisie, represented by Chiang Kai-shek, needs to break with the proletariat, and the revolutionary proletariat on the other hand needs to break with bourgeoisie, is not an evidence of their solidarity, but of the irreconcilable class antagonism between them. The hopeless compromisers stand between the bourgeoisie and the proletariat and accuse both the “extreme” wings of disrupting the national front and rendering assistance to the reaction. To accuse the Opposition of playing the game of Chamberlain, Thomas or Chiang Kai-shek is to show a narrow-minded opportunism, and at the same time to recognize involuntarily the proletarian and revolutionary character of our political line.

49) The Berlin Conference of the Anglo-Russian Committee which coincided with the beginning of British intervention in China, did not even dare to allude to the question of effective measures to take against the hangman’s work of British imperialism in the Far East. Could a more striking proof be found that the Anglo-Russian Committee is incapable of moving as much as a finger towards really preventing war? But it is not simply useless. It has brought immeasurable harm to the revolutionary movement, like every illusion and hypocrisy. By referring to its collaboration with the All-Russian Central Council of Trade Unions in the “struggle for peace”, the General Council is able to soothe and lull the consciousness of the British proletariat, stirred by the danger of war. The All-Russian Central Council of Trade Unions now appears before the British working class and the working class of the whole world as a sort of guarantor for the international policy of the traitors of the General Council. The criticism directed by the revolutionary elements in Britain against the General Council thereby becomes weakened and blunted. Thanks to Purcell, Hicks and Company, the MacDonalds and Thomases get the possibility of keeping the working masses in a stupor up to the threshold of war itself, in order to call upon them then for the defence of the democratic fatherland. When comrade Tomsky, in his last interview ( Pravda , May 8), criticized the Thomases, Havelock Wilsons and the other hirelings of the Stock Exchange, he did not mention by a single word the subversive, disintegrating, lulling, and therefore much more pernicious work of Purcell, Hicks and Company. These “allies” are not mentioned by name in the interview as though they do not even exist. Then why a bloc with them? But they do exist. Without them Thomas does not exist politically. Without Thomas there exists no Baldwin, that is, the capitalist régime in England. Contrary to our best intentions, our support of the bloc with Purcell is actually support of the whole British régime and the facilitation of its work in China. After all that has happened, this is clear to every revolutionist who has gone through the school of Lenin. In a like manner, our collaboration with Chiang Kai-shek blunted the class vigilance of the Chinese proletariat, and thereby facilitated the April coup d’état .  

The Theory of Stages and the Theory of Socialism in One Country

50) The chvostist theory of “stages” or “steps” repeatedly proclaimed by Stalin in recent times, has served as the motivation in principle for the opportunist tactic. If the complete organizational and political independence of the Chinese Communist Party is demanded, it means that steps are being skipped over. If soviet organizations are demanded for drawing the worker and peasant masses into the civil war, it means that “stages” are being skipped over. If the dissolution of the political bloc with the traitors of the General Council, who are now carrying on the basest work, is demanded, it means that stages are being skipped over. The conservative bourgeois-national Guomindang government, the military command of Chiang Kai-shek, the General Council – in a word, any one of the institutions created by the pressure of the possessing and ruling classes, and constituting a barrier for the revolutionary class movement, becomes, according to this theory, a great historical stage, to which one’s policy must be adapted until “the masses themselves” pass through it. Once we set out on this road, our policy must be inevitably transformed from a revolutionary factor into a conservative one. The course of the Chinese revolution and the fate of the Anglo-Russian Committee are an imminent warning in this regard.

51) Such facts as the defeat of the great strikes of the British proletariat last year, as the Chinese revolution this year, cannot go by without consequences for the international labour movement, just as the defeat of the German proletariat in the autumn of 1923 did not pass without leaving its traces. An unavoidable temporary weakening of the revolutionary positions is in itself a great evil. It can become irreparable for a long time if the orientation is wrong, if the strategic line is false. Precisely now, in the period of a temporary revolutionary ebb, the struggle against all manifestations of opportunism and national limitedness and for the line of revolutionary internationalism is more necessary than ever.

By recognizing the principle of non-interference, our delegation, regardless of its intentions, promotes the most conservative, most defeatist tendencies in the working class. There is nothing perplexing in the fact that the most backward and weariest sections of the workers of the USSR consider interference in the British strike struggle or the Chinese revolution a mistake. Ever more frequently they argue: “Are we not taught that we can build up socialism in our country, even without the victory of the revolution in other countries, if only there no intervention? Then we must carry on such a policy as does not provoke intervention. Our interference in British and Chinese affairs is a mistake, because without yielding positive results it drives the world bourgeoisie on to the road of military intervention and thus threatens the construction of socialism in our country.”

There is no doubt and there can be none that now, after the new defeats of the international revolutionary movement, the theory of socialism in one country will serve, independent of the will of its creators, to justify, to motivate and to sanctify all the tendencies directed towards restricting the revolutionary objectives, towards quenching the ardour of the struggle, towards a national and conservative narrowness.

The slightest digression towards the side of “non-interference”, whether covered or not with the theory of socialism in one country, only increases the imperialist danger instead of diminishing it.

It is perfectly clear and incontestable with regard to the Chinese revolution that only a deeper mass impulsion, a more radical social program, the slogan of the workers’ and peasants’ soviets, can seriously shield the revolution from a military attack from without. Only a revolution on whose banner the toilers and oppressed write plainly their own demands is capable of gripping the feelings not only of the international proletariat but also of the soldiers of capital. We know this well enough from our own experiences. We saw and proved it in the years of the civil war at Archangel, Odessa and elsewhere. The compromising and traitorous leadership did not protect Nanking from destruction. It facilitated the penetration of the enemy ships into the Yangtze. A revolutionary leadership, with a powerful social movement, can make the waters of the Yangtze too hot for the ships of Lloyd George, Chamberlain and MacDonald. In any case, this is the only way and the only hope of defence.

The extension of the soviet front is simultaneously the best defence of the USSR. Under the present circumstances, the talk that our international position has become worse, or can in any way become worse, as a result of some kind of “left” mistake, sounds absurd. If our position has grown worse, it is a result of the defeat of the Chinese revolution, a historical and international event, regardless of whether or not we interfere in it. Were we not to interfere in the intervention of imperialism, we would only facilitate its work – against China, and against ourselves as well. But there is a difference between interference and interference. The falsest and most dangerous interference consists of the endeavour to halt the development of the revolution half-way. The struggle for peace occupies the centre of our international policy. But even the most extreme representative of the Martynov school would never dare to contend that our policy of peace can be in contradiction to the development of the Chinese revolution, or inversely, that its development can be in contradiction to our policy of peace. The one supplements the other. The best way to defend the USSR is to vanquish the Chiang Kai-shek counter-revolution and to raise the movement to a higher stage. Whoever rejects soviets for China under such conditions, disarms the Chinese revolution. Whoever proclaims the principle of non-interference in the relations of the European proletariat weakens its revolutionary vanguard. Both weaken the position of the USSR, the principal fortress of the international proletariat.

Thus we see how one mistake is heaped upon the others and together produce a line which digresses ever more from the line of Bolshevism. Critical voices and warnings are regarded as obstructions. The shifting of the official line towards the right is supplemented by blows at the left. To continue on this path would involve the greatest dangers for the soviet state as well as for the Comintern. Were we to conceal these dangers from the international proletarian vanguard, we would be betraying the banner of Communism.

We do not doubt for a moment that the mistakes can be repaired, the deviations overcome, and the line rectified without violent crises and convulsions. The language of facts is all too eloquent, the lessons of experience all too plain. It is only necessary that our party, of the Soviet Union as well as of the International, obtains the full possibility to weigh the facts and draw the proper conclusions from them. We firmly believe that they will draw these conclusions in the spirit of revolutionary unity.

Postscript on Comrade Chen Duxiu’s Speech

1. The theses of Comrade Stalin are published in the name of the Central Committee. This does not change the fact that the theses were not examined by the plenum of the Central Committee. The Political Committee charged three members, Comrades Stalin, Bukharin and Molotov, to look over the theses of Comrade Stalin and, in case of agreement, to publish them in the name of the Central Committee. Naturally, it is not a question of the formal side of the matter, which nobody raises. But it is quite clear that such a “simplified” method of deciding questions of world importance, after the mistakes made and the heavy defeats, in no way serves the interests of the party and of the Chinese revolution. – L.T.

2. First Letter from Afar , Lenin, Vol.XIV, part 1, pp.10-11; Pravda , March 21, 1917.

3. No.8, April 23, 1927, p.4.

4. Sotsialisticheski Vestnik , April 23, 1927, p.3.

5. Pravda , April 23, 1927.

6. Raskolnikov’s foreword to the pamphlet by Tang Pingshan.

7. Problems of Leninism , page 264.

Problems of the Chinese Revolution Index

Last updated on: 3 October 2009

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Details of $1.2 Trillion Spending Bill Emerge as Partial Shutdown Looms

Tucked inside a massive measure to fund the government through the fall are several initiatives sought by members of both parties. Aides are still writing the legislative language.

By Catie Edmondson

Reporting from Capitol Hill

Congressional aides raced on Tuesday to draw up the text of a bipartisan $1.2 trillion spending deal to fund the government through September.

While President Biden, Republicans and Democrats have all endorsed the agreement, they had yet to release its details and it was not clear whether Congress would be able to complete action on it in time to avert a brief partial government shutdown over the weekend.

Still, lawmakers in both parties were already touting what they would get out of the legislation, which wraps six spending measures into one huge package.

“The final product is something that we were able to achieve a lot of key provisions and wins and a move in the direction that we want, even with our tiny, historically small majority,” Speaker Mike Johnson said on Wednesday.

In a closed-door meeting with Republicans on Tuesday morning, Mr. Johnson cited the inclusion of provisions his party wanted, including funding for additional detention beds run by Immigration and Customs Enforcement and cutting off aid to the main United Nations agency that provides aid to Palestinians.

Democrats secured a long-sought deal to create 12,000 new special visas for Afghans who had worked for the United States in Afghanistan; a one-year reauthorization of PEPFAR, the U.S. government’s effort to address H.I.V. globally; and funding boosts for federal child care and education programs.

Here’s a look at what we know so far about the legislation, which would fund the Pentagon, the Department of Homeland Security, the State Department and health agencies.

It boosts funding for immigration detention beds.

The legislation funds roughly 8,000 more beds than last year’s bill, a win House Republicans have touted. Congress funded 34,000 beds through the fall of 2023, but under the stopgap measure currently funding the department, the number of beds rose to about 42,000. Negotiators agreed to keep funding flowing to support that higher number.

The bill would bar funding for the main aid agency for Palestinians.

The legislation would bar funding from going to UNRWA , the main U.N. agency that provides aid to Palestinians in Gaza, through March 2025, creating a shortfall of hundreds of millions of dollars for the agency.

It extends a pause in funding that the White House and lawmakers from both major U.S. parties supported after Israel accused at least 12 UNRWA employees in January of participating in the Oct. 7 attack on southern Israel led by Hamas.

It would boost funding for child care and health research.

In a closed-door meeting, Representative Rosa DeLauro of Connecticut, the top Democrat on the Appropriations Committee, told lawmakers that Democrats had won spending increases for federal child care and education programs, including Head Start. She also touted increases to funding for cancer and Alzheimer’s research, and for the federal suicide hotline, according to a person familiar with her presentation.

It includes a one-year reauthorization of PEPFAR, which helps bankroll global efforts to fight the spread of AIDS. Congress had been gridlocked on reauthorizing the program, parts of which expired in the fall, amid concerns among Republicans that some of the health organizations that fight AIDS also provide abortion services.

Democrats also staved off the inclusion of Republican efforts to slash funding for Title I, a program run by the Education Department to support low-income students and schools.

It includes a series of conservative G.O.P. policy mandates.

House Republicans also won the inclusion of several provisions aimed at addressing conservative cultural grievances. For instance, the bill would bar U.S. diplomatic facilities from flying any flag other than the American one overhead — an attempt to prevent embassies and other official buildings from flying gay or transgender pride flags. It also contains a prohibition on a federal ban on gas stoves, an idea the Biden administration has said it is not pursuing but which prompted outrage among Republicans when a commissioner of the Consumer Product Safety Commission suggested could be ripe for future regulatory action.

The Hyde Amendment, a measure banning federal funding for abortion that was first included in spending legislation in 1976 and has been renewed virtually every year since, also is in the bill. But Democrats blocked Republicans from imposing any other anti-abortion measures.

The legislation cuts foreign aid.

The funding levels adhere to the debt limit and spending deal negotiated last year by President Biden and the speaker at the time, Kevin McCarthy, keeping spending on domestic programs essentially flat — even as funding for veterans’ programs continues to grow and military spending increases slightly.

That translated to cuts in other areas, including to foreign aid.

In the closed-door meeting, Mr. Johnson said that Republicans had secured a 6 percent cut to foreign aid programs. It was not immediately clear which programs would bear the brunt.

Catie Edmondson covers Congress for The Times. More about Catie Edmondson

A Divided Congress: Latest News and Analysis

Replacing Mitch McConnell: The intensifying battle for a new Senate Republican leader recalls an earlier era , when such races in Congress were crowded and sometimes messy affairs.

Ukraine Aid: Speaker Mike Johnson has expressed a personal desire to send aid to Ukraine despite voting against it repeatedly. Now, he appears to be in search of the least politically damaging way to do it .

Spending Bill: A  bipartisan spending package  approved by Congress ended the prospect of a government shutdown. But the legislation also represented a major defeat for ultraconservatives in the House, who immediately turned on Johnson .

A Dwindling Majority: Representative Mike Gallagher, Republican of Wisconsin, announced that he would resign from Congress months earlier than expected on April 19, bringing the already minuscule G.O.P. majority down to a lonely one vote .

An Invite for Netanyahu: Johnson said that he planned to invite Prime Minister Benjamin Netanyahu of Israel to address Congress, moving to welcome a leader who has become a flashpoint for partisan disagreement  over the war in Gaza.

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