Philosophy of Special Education
Student Name
Grand Canyon University: SPD 501
Prof. Kimber O. Underdown (Instructor)
October 1, 2024
Philosophy of Special Education
A philosophy of education states the beliefs and values of an educator. Many employers require future teachers to expound on their educational vision. This essay will present my ideas about the purpose of education, and my personal vision of developing methods to provide appropriate teaching for kids with disabilities. I will share show my perception of the role of a teacher and how my work as a teacher will be ethical and professional, as well as my statement of my overall attitude towards education, through active involvement in professional learning communities. This essay is a draft of my professional and personal philosophy of special education.
Purpose of Education
According to Jones (2022) the purpose of education is to provide a way to reach success in life. A famous scholar and professor named Negroponte (2021) said that no matter what problem the world faces, part of the solution is always education. Once we begin to explore the many uses of education, then we realize how dependent our society, culture, and the world are on education. How else could we discover cures for diseases, major inventions, or navigate through outer space and land on the moon? Through the efforts of people who enjoyed the benefits of education and curiosity, these things are possible. The purpose of education is not one single objective. It fulfills multiple objectives which are varied, but equally important as a societal measure of success (Jones, 2022).
Our society has moved beyond mere knowledge and into an age where there are many verifiable answers. The Knowledge Age guaranteed success based on test results (Pink, 2021). The new Age of Conception required creativity, innovation and skills for design (Pink, 2021). Gone are the days of focusing on math, reading and scientific ability evaluated by tests. The Conceptual Age encourages students to bring unique contributions which show their creativity and global outlook (Pink, 2021). For students with disabilities, learning is about more than reading, writing, and math. It is about integrating into society, finding a purpose, and feeling like a part of society, whether or not they can work or master certain academic skills. My job is to ensure these students have their needs met, feel included, and are able to become integrated citizens of their communities.
Personal Vision
My personal vision of meeting the educational needs of students with disabilities will include teaching of standards, with needed accommodations and modifications. Some of the ways to make this possible is by collaborating with colleagues, cultivating consistency, developing a student-centered mindset, using multiple forms of assessment, drawing on other professional’s expertise, and partnering with families (Wasserman, 2022). Teams of teachers, well-versed in the individual education plans of each student, create an atmosphere of care and collaboration that protects the child, while establishing consistency within the team. IEPs are typically shared between the general education teacher and the special education faculty, and other service providers. Collaborating with all the educators, by having both the content teacher and special education person move around to each class to supplement co-teaching, improves the learning and allows the use of multiple assessments of each child (Wasserman, 2022).
According to Wasserman (2022), our most effective methods of increasing learning result in sharing one philosophy: focus on the kids, not the teacher. The purpose of the IEP is to identify the extra needs of children in special education and provide tools to fill the void. Whether those tools are word banks, copies of all notes, novels on CDs or calculators, the tools are needed and should be shared. A “student- centered mindset” is more than the modifications identified on day one, but also the adjustment made during the school year where other distractions are discovered (Wasserman, 2022).
To provide the best service for all students, we must be able to recognize when a child needs to be referred to one of the experts available in school. Family involvement is also crucial to obtain the best performance from all students. Being flexible, while encouraging face to face and phone meetings, encourages the parents to be more involved in the educational lives of their children (Wasserman, 2022).
Ethical Frameworks and Professional Practices
The Model Code of Ethics for Educators states each educator has a responsibility to keep students safe from bullying, harassment, neglect or abuse (Zeiger, 2022; NASDTEC, 2023). Teachers are responsible for exhibiting ethical and professional behavior by accurately maintaining proper certifications, licenses and other qualifications. It is also crucial for teachers to properly report grades and other assessments for students (Zeiger, 2022). A professional educator has a responsibility to keep parents informed. There should be regular contact free of emotion or argument but informative in nature (Zeiger, 2022).
The Professional Dispositions of Learners state that educators should hold their students and themselves to high standards, which is something I am passionate about (GCU, n.d.). I intend to also use reflection and compassion on a daily basis. My students require that I have an understanding of their needs and I want to ensure they feel heard, seen, and understood; reflection can help me see if I am doing this (GCU, n.d.).
Resources
In the field of education, and truly any other field these days, it is essential to be updated and continuously seeking information about how to be the most culturally competent educator possible. We must understand our own biases and ensure that we seek out clarity and be open-armed and welcoming to all students, no matter their backgrounds or beliefs. To ensure we are understanding and professional educators, we should review current research and resources. Some resources I will use include National Education Association (NEA) Diversity Tool Kit, the Edutopia resources on cultural competency and diversity, and the resources at World’s Largest L:esson website; they have some excellent resources regarding gender equality!
Learning Activities
To facilitate
my lifelong learning, diversity will be included as a fundamental ingredient for successful global learning. Global learning encourages students to choose a meaningful contribution to positive change. The choices range from activism and volunteering to learning from service, and even social entrepreneurship (Landorf, 2022). When circumstances stir conversations on college campuses across the country, questioning the value of a college education, we must all take the challenge to answer the call. Now is the time to insist on universal global learning as an innovative way to uphold the values of liberal education, excellence for all, and the many purposes of higher education (Landorf, 2022). Specific professional activities would include weekly district sponsored workshops regarding standardizing curriculum learning. We must ensure we are seeking out additional professional development opportunities, online and in person, and not relying strictly on those provided by our schools. Being a part of a professional organization like the Council for Exceptional Children (CEC) is also essential. I plan on joining at least two professional organization to stay abreast of the newest and latest information. Twitter/X (surprisingly) is also a great resource for educators! I have found many great new resources and technologies by being an active Twitter/X user!
Conclusion
In conclusion I realize we have an awesome responsibility for educating minds on any level. Teachers are asked to be competent and prepared to maintain professional relationships with internal and external stakeholders. We have so many roles to play in the lives of students, while we rely on our colleagues to test new ideas aimed at improving classroom learning. It takes courage to be an advocate for an “unpopular” or “difficult” child. The ultimate joy is when a student who appeared to be difficult in school comes back five years later to thank you for trying to teach them what they needed to know. That is when you know it was all worth it.
References
Blase, J. & Blasé, J. (2021).
Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press.
GCU. (n.d.).
Professional Dispositions of Learners. [online lecture notes]. Retrieved from
https://www.gcumedia.com/lms-resources/student-success-center-content/documents/coe/coe-pro-disposition.pdf
Jones, K. (2022). What is the purpose of education? Retrieved from Purposeofeducation.org
Landorf, H. & Doscher, S. (2022). Universal global learning, inclusive excellence, and higher education, greater purposes.
Journal of Teaching, 12(1), p. 13-26.
Larner, M. (2021).
Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.
NASDTEC. (2023).
Model Code of Ethics for Educators. Retrieved from https://www.nasdtec.net/page/MCEE_Doc
Pink, D. H. (2021). A whole new mind.
Education Weekly, 2(12), p. 3-12.
Wasserman, L. (2022). Strategies for meeting all students’ needs.
Education Week Teacher, 13(2), p. 10-12.
