Philosophy of Special Education benchmark
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Jan 9, 2024
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Philosophy of Special Education
Suzette Green
Grand Canyon University: SPD 501
Prof. Kimber O. Underdown (Instructor)
November 8, 2023
Philosophy of Education
Each educator and student may hold a distinct perspective on the purpose of education.
As educators, we have our own unique ideas on how to cater to the needs of students with special needs. While there may be similarities in our visions with those of our colleagues, they are all individualistic and unparalleled in their own way. It is important for us as educators to understand the ethical frameworks and professional practice standards that can guide us toward enhancing our work ethics. This reflection not only helps us grow personally but also enables us to acquire knowledge and resources to understand our students better. As educators, we continuously engage in learning new materials, and teaching methods, and reflecting on our work ethics to comprehend and meet the needs of our students effectively.
My belief is that all students have a right to an equal and fair education that is free of discrimination to better themselves.
Purpose of Education
In my interpretation, the aim of education is to empower students to reach their fullest potential both academically and personally. The philosophy of special education revolves around creating inclusive classrooms, where all students can thrive and learn together. Unfortunately, it is evident worldwide that many students face discrimination in various forms within their educational environments, often being marginalized based on their disability or background. As a special education paraprofessional, I firmly believe that every student deserves to be heard and valued, with the understanding that their voice holds significance not only within the classroom but also in society at large. It is essential to recognize that our role extends beyond mere supervision; we are entrusted with preparing these students for a successful future. We have an ethical responsibility to not only “respect the dignity, worth, and uniqueness of every student but not exclusively the student's actual and perceived gender,
gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socio-economic status, and culture” (NASDTEC, 2015).
Personal Vision
My personal vision entails utilizing various teaching methods and learning tasks that cater to the specific requirements of each student. It is crucial for me to take into consideration their cultural background and language proficiency when developing educational goals and activities. I strive to cultivate critical thinking and autonomy by fostering an inclusive classroom environment that promotes student engagement. Moreover, I encourage students to showcase
their projects while offering valuable feedback for improvement. Additionally, monitoring their academic progress enables me to identify areas in which they may face challenges and work together with the student in meeting their individual goals.
One way to meet the learning needs of students with special needs through standards-
based instruction is by providing differentiated instruction. As stated by Tomlinson (2017), "Differentiated instruction allows teachers to tailor their teaching methods and materials to address the diverse learning profiles of students with special needs" (p. 89). This approach ensures that each student receives individualized support based on their unique strengths and challenges.
To meet the accommodations for students with special needs in a standards-based instruction setting I plan to include providing additional time for assignments or assessments, allowing the use of assistive technology or tools, providing visual aids or cues, using simplified language or instructions, and offering frequent breaks or opportunities for movement. A student’s Modifications may include adjusting the complexity or difficulty level of tasks, reducing the number of required assignments or questions, providing alternative ways to demonstrate knowledge (such as through oral presentations instead of written tests), and breaking down tasks into smaller steps. Standards-based instruction is a teaching approach that
aligns curriculum, assessments, and instructional strategies with specific learning standards.
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When it comes to meeting the learning needs of students with special needs using standards-based instruction, I also plan to utilize individualized educational plans (IEPs) and adapt materials and activities to accommodate their unique needs. This may involve modifying assignments, providing additional support or accommodations, and using differentiated instructional strategies to ensure they have access to the same curriculum as their peers.
Ethical Frameworks and Professional Practice
The ethical frameworks and professional practice standards I have examined will guide my professional practice by providing guidelines and principles to ensure ethical behavior in my work. They serve as a reference for making decisions and taking actions that align with ethical responsibilities and best practices within my profession. One ethical framework that I have explored to guide my work ethic involves implementing an inclusive collaborative learning approach, incorporating peer teaching and cooperative learning. This encompasses creating a positive attitude in the classroom and establishing clear learning goals, as well as problem-solving objectives. Additionally, using fair and transparent criteria for evaluations is essential. Being adaptable to different teaching styles is also important.
To enhance the classroom environment and promote meaningful learning experiences, critical questioning activities can be utilized to challenge students. Continuously acquiring new skills and knowledge, along with engaging in self-reflection, are crucial for both student improvement and professional growth.
Furthermore, building relationships with parents and involving them throughout the school year is vital for educational decision-making. As stated by (Đurišić & Bunijevac, 2017)" Developing relationships with parents promotes a sense of partnership between home and
school, fostering collaboration in supporting students' academic journey." This ethical framework emphasizes creating an inclusive and collaborative learning environment while continuously striving for personal and professional growth.
Resources
In a field like education, the door to learning is constantly revolving and constantly on the cutting edge of implementing new ways to become a better teacher and motivator. I plan to use the Special Education Standards for Professional Practice, Ethical Principles, and Practice Standards, as my guides on this educational journey. In addition to those, various books, and articles, attending conferences or workshops focused on cultural competency and diversity can provide teachers with valuable insights from experts in the field.
Overall, seeking a diverse range of resources allows teachers to continually deepen their
understanding of cultural, ethnic, gender, and learning differences among their students. By doing so, teachers can create inclusive and supportive learning environments that meet the needs of all students.
Learning Activities
To effectively promote lifelong learning, it is a must to engage in a series of essential steps. These steps include studying, selecting, planning, implementing, analyzing, and adjusting.
I plan to collaborate with my colleagues to discuss and establish standards-based learning expectations for students. I also will need to develop common lesson plans that incorporate the
selected instructional strategies. Additionally, I will identify the type of student work that will serve as evidence of learning. This could involve various forms of assessment or assignments that demonstrate student understanding and progress. However, gathering evidence is not enough; teachers must review students' work and engage in discussions to understand their level of comprehension regarding the standards. By reviewing student work and discussing it with colleagues, educators can gain insights into how
well their instructional strategies are working and identify areas where modifications may be needed.
Finally, we must reflect on the analysis of student work and engage in discussions about possible adjustments to their instructional strategies. This reflective process allows educators to
refine their teaching methods and ensure continuous improvement in promoting lifelong learning among their students. Hopefully, by diligently following these steps - studying, selecting, planning implementing, analyzing, and adjusting – I will be able to effectively promote
lifelong learning among my students while continuously improving their own teaching practices.
Conclusion
It is evident that we bear a tremendous responsibility in the field of education. Within the realm of education, we assume numerous roles in the lives of our students. Additionally, we
rely on our colleagues to experiment with fresh ideas aimed at enhancing classroom learning. This collaborative effort enables us to continuously improve our teaching practices and adapt to
the evolving needs of our students.
Advocacy for "unpopular" or "difficult" children necessitates courage. It demands that we stand up for those who may face challenges in traditional educational settings. By advocating for these students, we can provide them with the support they require to thrive academically and emotionally.
The ultimate joy as an educator comes when a student who initially appeared challenging returns years later to express gratitude for our efforts in teaching them what they needed to know. This moment reassures us that all the hard work and dedication was worthwhile.
As Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world." As educators, we hold this weapon in our hands every day, knowing that by educating young minds, we have the power to make a lasting impact on society (Mandela).
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References
Đurišić, M., & Bunijevac, M. (2017). Parental Involvement as an Important Factor for Successful Education. Center for Educational Policy Studies Journal 7(3), 137–153. Johnson, A., Smith, B., & Brown, C. (2020). Inclusive practices: Meeting the diverse needs of all learners. Journal of Special Education, 25(2), 74-90.
NASDTEC. (2015). Model Code of Ethics for Educators (MCEE) - National Association of State Directors of Teacher Education and Certification. Nasdtec.net. https://www.nasdtec.net/page/MCEE_Doc
Tomlinson, C. A. (2017). Differentiated instruction in the inclusive classroom: Meeting the diverse needs of all students. ASCD.