My Personal Philosophy Of Special Education

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

I have been a teacher of students with special needs for the last couple of years in alternative settings. The students I like best tend to be the most challenging both behaviorally and academically. Success can be more apparent, yet at times there is frustration. I feel I am good at it, but need to learn more. Most importantly I love teaching kids with special challenges. The key is to be creative and keep trying.

My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with

This paper provides a brief summary of special education services and explains how special education teachers can motivate their students in many different ways. In fact, this paper indicates the benefits of motivations in the special education process for both teachers and students and how teachers should motivate their students in order to reach a full satisfaction on students’ learning. Also, there are some general ideas that used on any special education class by teachers in order to motivate their students with learning disabilities are listed in this paper. In fact, the purpose of this paper is to provide teachers and educators who are working in the field of special education a general understanding of the variety of skills that students with disabilities have and could prevent them from learning effectively just as seem as their normal peers. Therefore, this paper could help teachers to motivate their students in the classroom.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

When I was first asked, “What is your philosophy of teaching special education,” I didn’t really know what to say. I have taught general education and specialized classes, but I have never taught special education before. Regardless of whom my audience is, my basic philosophy of teaching remains unchanged and is applicable to any audience whether they are general education students or special education students. My philosophy of teaching postulates first, everyone can learn; second, everyone learns in different ways; and third, I am a facilitator of learning.

There are various instructional methods I will use within my classroom. I have been trained by Cleveland Clinic Children’s Autism Development Solutions incorporates ABA as well as using task analysis techniques to help make the student successful in what you are trying to teach them. The process starts off small but then as they master the smaller steps, they increase to larger steps and can become longer within the activity to show increased task duration. This helps the student become ready to perform certain jobs they may like. I would also have a behavior plan in place for each student so when they have their behaviors then there is a step by step plan to help myself and whoever comes in contact with the student to know

Ee, J., & Soh, K. (2005). Teacher perceptions on what a functional curriculum should be for children with special needs. International Journal of Special Education, 20(2), 6-18

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

When I was asked to reflect on my experiences in EDSE 316 and the fieldwork, I had to think long and hard on how I would sum up four months of classes and fieldwork into four pages. I have learned so much about the various disabilities and how it has change the world of special education. I think a better term would be the “endless possibilities of education”. It wasn’t too long ago when children with disabilities would be stuck in a room in the back of school only to be seen in the beginning and end of the school day. They were the ones who rode the other buses and no one really talked about. This class has allowed me to speak of my own family and how special education impacted my life. I have a brother whose whole life was spent in the special education class, and my own sons with speech and learning disabilities who are now receiving special education services. It also allowed me to reflect on my own participation in the special education program in my early elementary years when I was struggling with my own speech disability. This class gave me the chance to see the timeline of special education, from its earliest beginnings to what it is now.

Special Education is a topic of controversy with many advocates fighting for the justice children and adults with special needs so rightfully deserve. With laws being passed and modified so frequently, it is important that the educators being brought into the world have an extensive knowledge of the developmental needs of many different types of children. With this knowledge and their constant measures to keep up to date with the fast-moving world of education, they will be able to deliver an appropriate atmosphere that is in accordance with the law that ensures ethical practices and guidelines are always being followed.

After reading the first chapter of Introduction to Special Education, there was a lot of things that I learned. What this chapter focuses on is the cultures perspective on disabilities. It talked a lot about how disabilities are portrayed in the media, and how language makes a difference in how disabilities are portrayed. What I learned most about from this chapter is all of the rights that protect education. These rights include the EHA which is the education for all handicapped children, and the ADA which is the American with disabilities act. It even talked about the IDEA and its ensuing reauthorization. With the IDEA, it provided many statistics and information. It talked about injustice that had occurred before the passage of IDEA, and

The Special education process is an intensive and carefully planned process that requires collaborative leadership, critical thinking, and extensive professional and ethical practices amongst other core values to execute. These qualities are inculcated in student teachers and teachers during pre and in service trainings respectively, so as to produce professionals who understand what special education is and the implications of having or not having the aforementioned qualities. Special education teacher training programs have trainees undergo intense field experiences that enable them to acquire knowledge and apply skills learnt in order to be effective teachers. A lot is at stake in special education should a teacher be lacking any of the qualities or dispositions. The implications range from legal matters, better school and family relations, and the overall wellbeing of the student. Documents such as the Individualized Education Plans, and the Functional Behavior Analysis etc., require utmost confidentiality for the sake of the student and their families. Relationships with colleagues, the administration and the parents require a high level of collaboration and leadership so as to come to leveled, and well-thought conclusions and decisions regarding the student’s well being in school, be it socio emotional, intellectual, or physical aspects. The

In 1971 the primary curriculum was introduced. This led to most special schools and classes providing a modified curriculum for their students. The Department of Education developed Curriculum Guidelines for Schools for the Moderately Handicapped. One important principle of these guidelines was that children have needs as children that have to be satisfied at school as well as their needs as future adults.

This paper gives the author his or her own views on the different teaching theories within the classroom. There are several circumstances that will be discussed in this paper such as purpose of schooling, nature of learners, curriculum, instructional methods, classroom management, assessment practices and professional relationships with family and community. These are based off of research and philosophy of special education of the author’s beliefs.