The Teaching Philosophy of Exceptional Children Essay

Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching.

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

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

Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are

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.

The targeted group of diverse learners for this Collaborative Professional Learning Project were the Exceptional Children (EC) of NCMS. The EC students are identified by a current Individualized Education Plan (IEP). The EC students at NCMS have varied and extensive needs. Some common characteristics of EC students include “holding negative attributions, being nonstrategic, unable to generalize or transfer learning, processing information inefficiently or incorrectly and poor social skills” (Smith, 2007). Likewise, some of the barriers to learning for EC students include, poor reading foundational skills, inability to follow multi-step directions, needs more time to complete tasks and master objectives, requires classroom modifications and accommodations

The Council for Exceptional Children’s mission is to advance the success of exceptional children thorough advocacy, standards, and professional development. Their core values include vision, integrity, and inclusiveness. Though their visionary values they demonstrate decision making that is forward thinking and courageous. Though their integrity values they demonstrate ethical, responsible behavior, transparency, and accountability. Through their inclusive values they demonstrate a commitment to diversity, caring, and respect for the dignity and worth of all individuals.

Families’ attitudes and understandings of children’s exceptionality. To increase the degree of participation, involvement, and engagement of CLD parents in special education and IEP, besides support from outside environment, the key point is the change of consciousness of each family. Understanding, accepting, respecting, and receiving help from special education positively and naturally should be achieved by CLD families with children identified formally as exceptional pupils.

My philosophy of special education is a combination of my work experience as an inclusion teacher, personal life, my core values, and my learnings in graduate school. However, I know that my philosophy is in constant grow, as I progress in my career I plan to perfect my teaching, not only by doing the best practice, but by choosing what works best for my special education students. After all, they are the drive of my career and the power to my motor in my profession. The centerpiece of all human beings is education, without an education a person is set to struggle, to loose motivation, and to never reach their full potential among other things.

Introduction: The student will use the scissors provided to open the skittles. He was then

Council for Exceptional Children presents articles, research and papers pertaining to children with exceptionalities. The CEC connect educators with current issues, policies and makes recommendations for programming, regulations and funding.

Therefore, I will teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes learning relevant to their lives. I will incorporate themes, joined units, projects, group work, individual work, and hands-on learning to make children active learners. I will take learning into the community through field trips and different activities to help children become caring and active members of society. As an early childhood teacher, I would use different strategies to address the needs of all learners with different styles, various backgrounds, and exceptional and special needs. I would incorporate a wide variety of materials, equipment, and teaching strategies in the classroom. Additionally, I would use the nine-intelligent theory in my classroom and would address each child’s background and support children with disabilities. I will bring each child’s home culture and language into the shared culture of the school so that the unique contributions of each group are recognized and valued by others. I would be open to meet and recognize the special needs of individuals with disabilities and would make sure that each child gets the specialized services that they need.

The article gave me a better understanding on methods I can implement that my special education students receive learning experiences which will assist them in being successful throughout school. I feel as though the six positions which were addressed have the potential to allow all students to be successful in all educators and administrators attempt to implement them. As a current educator I have experience first hand the power of setting and maintaining high expectations for all students. It has been noted in my experience that students will rise to the level of expectation which is set upon them. Educators must consciously and consistently encourage student to reach their highest potential and beyond. Educators must provide confidence and a means to succeed to enhance all student self efficacy which will in turn aid in students’ overall success. The information within this article give me a more concrete understanding of the Georgia Department of Education’s Teacher Keys Effective System Standard 9 which calls for a positive learning environment centered around high expectations, care, and respect for all students (GaDOE, 2017).

I became an unofficial teacher while working as a full-time (1500 hours) National Service Volunteer AmeriCorps member in Alaska in 2009. I worked with a team of adults to support disadvantaged youth with disabilities acquires soft job skills while building and maintaining hiking trails in Alaska. I spent most of my time teaching the youth to solve problems and communicate effectively with others. It took six months of hard work and intentional teaching for the kids to assume personal responsibility for themselves and their actions. With my team's hard work all of the students were offered full-time jobs once the training was complete. In 2012, I moved to Tucson, AZ for my second full-time AmeriCorps member for the Volunteer Center of Southern Arizona. In my position as

Equal education should be available to all children without any exclusion or segregation based on mental or physical disability (Woolfolk, A.E., Winne, P.H., & Perry, N.E, 2010). Teaching should, therefore, be adjusted to meet each student’s learning styles and needs as much as possible as each child is unique in the way that they learn. A teacher should get to know a child’s personality as well as their strengths, skills and weaknesses and use information from previous teachers and parents, as well, in order to get a better understanding of how that child learns best. Teachers must, therefore, always be prepared to encounter students’ different abilities and learning styles. Thus, instructors must set different expectations and goals for each student according to their abilities and modify the curriculum if needed. Additionally, educational resources should always be accessible to students in order for them to excel to their full capacity and to teachers in order to help them achieve this success.