...Philosophy of Special Education Marchelle Mitchell EDU 535 February 4, 2015 Valerie Klaus Philosophy of Special Education The purpose of schooling is to help our special education students to be functional and independent in the real world. I want them to learn how to deal with real life situations and to be able to understand and adapt to the changes it may bring. For example, being an autism teacher of high school students, my philosophy is different than of an autism teacher of elementary students. The most important thing of concern for the older students is to make sure they are as independent as possible and teach them some type of job skill to help them acquire a pay check to help with their care. I also help them have an alternative to destructive behavior so they are able to work in the community in some fashion. Teaching students in the special education environment all learn at different paces and at different levels. Even though the students are of high school age, they are nowhere close to being on the same educational level as their peers. I have to teach at their level even if the level is at an elementary grade level. I want them to understand and have knowledge of what can help them as they grow older. The sooner you understand as a special education teacher you have to change your teaching style to each individual student, the more success you will have with each student and the more joy you will have in your career. The key is no student learns like the...
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...day, or in the same way.” As a special education graduate student, I strive to exemplify the SOE Mission and Values in my everyday life, current job, and future career as an educator. One of my greatest roles as a future special education teacher is to advocate for my students and provide them with the education they deserve. As an educator, I will encourage diversity within the classroom and community and lead by example. These students are much more than their disability, and they deserve to be treated as such. I will make every effort to encourage my general education colleagues to teach in a way that allows students with disabilities to grow and succeed in their classroom....
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...SPECIAL EDUCATION - PHILOSOPHY My Special Education Philosophy S. Bruce Butrym Grand Canyon University: SPE 529N January 26TH, 2012 My Special Education Philosophy Philosophy…Webster defines that thought as, “a discipline comprising as a core logic, aesthetics, ethics, metaphysics, and epistemology.” With all due respect to Mr. Webster, combining the aforementioned subjects within a philosophical statement for one’s purpose in life may be the correct approach for ivy leagued institutions, but for an individual striving to reach high school age students within the Autistic Spectrum, in a TMD self-contained classroom; leaning ever so closely to a PMD format, a more down to earth approach would seem more appropriate. As such, after reviewing each of the core areas of philosophy, the subject of Metaphysics drew my attention. Defined in layman terms… Metaphysics allows me to, for one, to consider all I interact with within the schools four walls as “real beings”; and secondly, to consider those “real beings” as “genuine constituents” of the world that can hopefully can add additional strength to the makeup of that world. A major component to the development of my philosophy was to take advantage of the opportunity to interview a number of staff from my local high school; to review what these seasoned staff members had developed...
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...Katherine Fox My Teaching Philosophy The elementary age is a crucial time in students’ lives as this is when they are exposed to classroom learning for the first time. It is at this period when most students form their opinions on school which, typically, last their whole school careers. Teachers play a vital role in forming this outlook. I believe this because of my younger brother, Drew. He has never liked school, and school was a constant struggle for him, my mother, and my father. Drew’s dislike for school began in the first grade when he had a teacher who told him he was stupid. Throughout the whole school year all she did was put him down. Unfortunately Drew did not get officially diagnosis with ADHD until he was in the eighth grade. Even though he did not have this official diagnosis in his earlier career, his teachers should have given him differentiated instructions. From Drew’s negative experiences and as a future educator, I will never discourage my students. It is my goal to make a difference in the life of every child I get the privileged to educate. Educating children with special needs means being aware of their abilities and reflecting upon their educational development and the best possible way of helping them. As an elementary special needs teacher of students with severe disabilities, I will develop strong bonds with each student, provide the much needed support and confidence they so desperately need. I will individualize instructional programs that will maximize...
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...oldest child, I helped to care for my siblings. I cared for my younger brother who was born with Cerebral Palsy. Because of my brother’s condition, we grew up in a house where disability was seen as a positive asset instead of a burden. Sadly, his teachers failed to see beyond his disability, therefore overlooking his intelligence. As a result, he graduated high school with a very weak reading and writing foundation. Witnessing my brother’s struggles to read and write led me to the realization of how well prepared and professional special education teachers were desperately needed in this country. Now as an adult and a special needs parent myself, I have noticed how the special education programs are still in need of good teachers. My son who has Autism and is non-verbal has been my biggest inspiration and drive throughout my college journey. He is the reason why I want to prepare myself to be able to provide the support and guidance to other special needs children just like him....
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...My Personal Philosophy of Special Education Michelle Cushman EDU/301 3/28/2015 Jennifer Baker Bottom of Form Top of Form Bottom of Form My Personal Philosophy of Special Education As a Substitute Teacher Aide for the special education classes in my school district, I know what the special education students are going through because I was in special education classroom all my life expect for Math and special activities, when I was younger and I was always treated badly by other kids cause of my speech and hearing problems which I was mistreated and making fun of all the time. I had my family and two very special teachers in my elementary school and high school that helped guided me in the right direction of who I am today and to prove others wrong that I can do it. Once I start working as a Substitute teacher aide for the special education classrooms my whole life change for the better because I can help kids like myself to understand how important it is for them to reach their goals and once they do it the other kids will be prove wrong. Once I realized that I could make a difference in the lives of the students, I knew where I wanted to be with my goals. During my work experience, I noticed that hands-on learning helps the students to understand what they are learning about. If I were teaching the special need students, about the different holidays that are celebrated around the world. I would have a calendar, picture of the culture on the map where...
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...Introduction This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education. Autism Spectrum Condition Autism is associated with a range of differences and difficulties typically related to core skills in reciprocal social interaction, communication and imagination (Wing, L.1996). ASC is ‘a lifelong developmental disability that affects the way in which a person communicates and relates to people around them’ (Wall, 2010. p. 7). Inclusive education Internationally, educational authorities are beginning to embrace a philosophy of inclusion in order to address their moral and social obligations to educate all children (Hodkinson, Vickerman, 2009). Inclusive education is concerned with the education and accommodation of all children within the classroom, regardless of their physical, intellectual, social or linguistic developments. A primary document which identified the way forward in reaching education for all through ‘inclusive education’ was the Salamanca Statement in 1944. The philosophy of the Salamanca Statement is underpinned by the social...
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...PL 94-142 of 1975 was the first piece of legislation mandating appropriate and free education for students with disabilities. “Federal legislation, such as PL 94-142, served as a tool for the government to provide improved and equalized learning opportunities for all students and to bring qualified people into special education” ( Kirk, Gallagher, & Anastasia, 2000, 71). There are six key components under this act. Zero Reject The first component states that all children, regardless of ability, are guaranteed a free and appropriate public education. This stands for FAPE. This requires schools to serve children ages 3-21. A child may not be excluded from a school district just because the district feels that they are too disabled to learn. This is at no cost to the parents. Zero Reject includes providing classroom instruction or providing transportation for the disabled child. Nondiscriminatory Identification and Evaluation The second component has two purposes. The first one is to actually determine if the student has a disability and the second is to be able to determine whether the student requires special education and to what extent. The evaluation test given to the student must be administered in the child’s primary language. It must be given by a qualified person and molded to fit the specific needs of the child. Therefore, it cannot just be an IQ test. Individualized Education Program An IEP should be written for every student with an identified disability....
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...Introduction- Education holds the key to a long term and sustainable social transformation. The need for investment in this sector stems from the fact that education is an intrinsic human right, essential to build critically conscious citizens and not for the production of mere literates to add to the workforce. Schools are the primary institutions that impart formal education. They play a crucial role in the growth and development of children. A 'good school' would be an institution that would be inclusive and acknowledge diversity of culture, religion, abilities and varied class and caste backgrounds. It would recognize the differential potential in children and build on their talents. It would provide the space to question and critique and constructively engage with children's curiosity. The experience of schooling must go beyond the transfer of information from knowledgeable teachers to passive children treated as empty vessels that only receive. Such an experience must facilitate the exchange of ideas and experiences. Further, a good school is a space that is welcoming to a child, a space that is friendly and allows every child to express herself and realize her talents. Unfortunately, our current system of education and its delivery lacks energy and creativity. It tends to be pedantic and not engaged with a child's innate curiosity. It does not inculcate in them the power to reason and negotiate with their surroundings on their own terms. It also tends to perpetuate...
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...Education of Individuals with Disability Name: Institution: Education of Individuals with Disability History of Special Education In the early 18th century, people with disability were often ignored, obscured, or put to death. First efforts to provide education for disabled students were focused on students with sensory problems such as the deaf and blind. During the 19 and early 20th century, schools that were specialized in providing education to students with disability emerged in United States and Europe. The extremely published story of Helen Keller influenced the introduction of education for disabled people in America. In 1887, Anne Sullivan who was Helen’s teacher said that he will not give up in offering education to the deaf and the blind, and she succeeded in teaching a five year old Helen how to communicate (Ashbaker, 2011, p. 25). Prior to 1965, there were no free education services provided to students with serious disabilities. These students were barred from attending school. Most of the students with severe disabilities used to put up in institutions. Many students who had mild disabilities and were not in a position to complete high school without any help did not have any other alternative other than dropping out of school. To appreciate developments that have placed disabled students in normal learning classroom, it is important to understand the legislative history that led to this move. Back in 1954, there was a civil rights case that involving...
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...Running head: Rubric Cube Rubric Cube Nancy Malicki Grand Canyon University SPE 330 October 7, 2012 Rubric Cube A rubric is an essential tool for any teacher of any age group. It provides the ability to accurately display the results of evaluating just about any activity or event, even websites. The following pages contain two rubrics that can be used by a teacher for evaluating specific website experiences. The first rubric will evaluate a website about special education. The second rubric will evaluate the author’s potential achievement of the National Board for Professional Teaching Standards: Exceptional Needs Specialists/Early Childhood Through Young Adult Standards (NBPTS:ENS/ECTYAS). Rubric 1 Evaluate Web Site | Poor 1 pts | Fair 2 pts | Good 3 pts | Content | Information garbled or does not match search topic. | Provides cursory information about the search topic. | Provides ample and in depth information about the search engine topic. | Quality of Information | More ads than information on site. | Site loads well and has some information that can be used. | Information is well researched, well presented, and well organized. | User Friendly | Links broken, pop-up ads everywhere, information not available or site down or not up and running yet. | Limited amount of actual information intermingled with link for ads or other search engines. | Site was well organized and easy to follow. Information was provided with limited or no ads. | ...
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...Special Education Inclusion Jessica Thammavongsa Com/156 March 8, 2014 Diane Moore Special Education Inclusion The process towards inclusive educations is just that – a process. It can be a rewarding, yet challenging journey to create an educational system where excellence and equality walk hand in hand (Frost & Pearpoint, 2004). Throughout the last several years, the topic of inclusion has been at the epicenter of debate among educators, administrators, and parents. Inclusion remains a controversial concept because it relates to educational and social values, as well as to our understanding of personal worth ("Special Education Inclusion", 2001). Placing students with varying disabilities into regular education classrooms causes misunderstanding with educators and administrators on the advantages and disadvantages of inclusion. Inclusion is a "philosophy that brings students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community."(Salend, 2001, p. 5) Inclusion is practiced in schools to establish collaborative, supportive, and nurturing environments for learners that are based on giving all students the services and accommodations that they need to learn, as well as respecting and learning from each other's individual differences. (Salend, 2001) Inclusion is not necessarily just focused on students with disabilities. When implemented correctly it is also designed...
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...construct a more inclusive society. We are going to make a country in which no one is left out” (Franklin D. Roosevelt). Since topic of inclusion in education came to the forefront there has been plenty of conversations as well as some confusion and uneasiness from all parties involved. Inclusion is an issue that has outspoken advocates on all sides, whether loyally for, frankly against, or somewhere in the middle. There is no doubt schools will need to change to accommodate an inclusive approach in order to provide services to students with disabilities. Inclusion is not only about making changes in the services now offered, it is more depth, where there will be a major a “facelift” to the current educational system required to ensure the program is successful. Supporting Inclusion The goals for full inclusion are to be a positive and progressive experience for students, parents and teachers; and in order to complete this, all of the required resources and support need to be in place. The concept of inclusion is an easy sell when we live in a society that values equality. Provision consists of ordinary supports such as, “philosophy, policies, people, materials, technology and curricula” (Ryan & Paterna, 1997). From research completed, full inclusion in the classroom is a positive step forward in education. Full inclusion in classrooms provides an atmosphere that “contributes to a positive classroom culture, acknowledges differences, promotes acceptance,...
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...EDUU 511 Abstract Inclusion is a very controversial concept in education today. It is the idea of including special education students in a general education class. This class will provide the special education, or exceptional student, with the support and resources needed to succeed in that environment. This paper will analyze and discuss inclusion. Evidence and support will be provided to defend the position that inclusion provides benefits for both exceptional and non-disabled students. The Benefits of Inclusion for Exceptional Students One of the most controversial concepts in all of education is the concept of inclusion (Hallahan, Kauffman, & Pullen, 2012). Inclusion is the idea that a student with special needs, or an “exceptional student”, attend and is educated in the classroom that this student would normally attend if they were non-disabled. Erwin explains that "the true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends" (Erwin, 1993, p. 1). Inclusion includes the commitment to bring resources and services to the exceptional students as opposed to moving them to a segregated location that holds these services and resources (Lipsky & Gartner, 1994). Inclusion is the idea for exceptional students to begin in a regular education classroom, and be removed only when the necessary resources and...
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...ANDRES FEBRUARY 22, 2014 Chapter 1 The Problem and It’s Background Special Education is a privilege and a basic human right for any individual students. It is granted for those who are diagnosed with developmental disadvantages and students with special needs. This type of education is progressing so as the discovery of different types of exceptionalities and its spectrums. The wise variety of its type and spectrums helps educators identify the corresponding needs of special education learners. Children with special needs are now being placed in a self-contained class for most public or private schools. Though, there were some students who are disadvantaged or even behind the slow performing ones who are not yet recognized. These types are often labelled by diagnosticians as students “At Risk.” From the term itself, it indicates potential exceptionalities that may possibly arise. The main difficulty that could possibly be anticipated among the so called “At Risk” students is the misleading concepts towards them. Most teachers would take them as regular students and some may call them “slow learners,” “out of school” or even “worse performing pupils.” Since the existence of these types of learners is arising, the need for special program for this exceptionality is also increasing. However, most stakeholders in education, teachers and parents won’t pay too much attention on it which leads to the suffering of each “At Risk”...
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