Educational Philosophies .....

Personal Special Education Philosophy
 My philosophy of special education comes not just from my limited  work experience in the field,  as well as my personal life, in my thirty six years I have the experience of  consuming  IFSP and IEP services.   This perspective is not static; it is ever-changing. I seek to implement what I know to be successful and appropriate, to ponder upon what succeeds and what does not, as well as to alter when modification when required.

 I believe that education starts at home for each child no matter if they have disabilities or not and then is build upon and reinforced by a general education educator and a special education in the inclusive classroom. Special education is a service consumed by an individual with special needs, parents and family so they can improve and develop interpersonal skills, learning skills and so on. On the other hand, each child with disabilities specific needs must be met through a individualized curriculum.

 Due to the fact that every student with disabilities has specific needs, I deem it is necessary to consider an inclusive or a self-contained classroom. The least restrictive environment is not a “one-size-fits-all” paradigm. For some it will be full inclusion in general education, for some it will be service in a self-contained classroom, in addition we must also consider a combination of both learning environments.  This is an excellent value that are not the line of reasoning over inclusion or segregation, but rather what is best for the student.

Several educators as well as paraprofessionals may believe that they are ill-equipped to teach or work with a student with disabilities in an inclusive classroom. To this I think, “That is okay.” I have been there; I will tolerant, patient and compassionate while  facilitating my services to my students  and their family so  they  can succeed  and  have  a satisfactory scholastic achievement. There is no ignominy in acknowledge this. If, yet, we as  educators stop there and do not search for appropriate approaches to support the teaching individuals with disabilities   specific needs and their interrelations with their peers, we are responsible falling  short of satisfying their need. It is a legal controversy that cannot be disregarded. To a certain extent, let this (attendance of a student with s disabilities in the mainstream) be the means to encouraging and promoting an educator and para-educator in their learning. Let us never overlook that we are there for all students by the commission. As educators we must be facilitators and resources for students with or without disabilities. We do not get to opt for whom we will believe laudable of our time. We do get to select how to best equip ourselves as educators for professional development.  In contrast to rejecting a child, we can decide to open ourselves up to an innovative educational experience can bring us.

 I will be acknowledge and give merit to a child with disabilities uniqueness is of vital significance in special education. Positive mind-sets both within the classroom and out are critical to preserving a healthy society for children with disabilities and staff. When concerns occur between co-workers and staff members, they must be managed with openly with the individual. At times this is complex. It will at all times be healthier to speak politely to the individual concerning the specific concern more willingly than impolitely concerning the individual and the concern to their peers. If specific concerns come about children, we must always bear in mind that verbal and non-verbal communication are a vital part of excellent interpersonal skills.  A child’s conduct conveys an array of things. We need to learn their language. And likewise, our behavior communicates to those around us. We are obliged to bear in mind the message we are conveying.

Being a special educator is a self-motivated, active, enjoyable, challenging, and varying discipline. It is an enormous environment acquire knowledge learn and develop, educators and learners too. 


My teaching Philosophy
I will educate the individual with disabilities’ as whole along with their pairs an inclusive classroom. I will respect the religious beliefs of my special needs students and their pairs as well, keeping in my personal Christ-centered philosophy, considering this humanistic society too.  I will have students help me prepare class materials to their individual and specific need, and I will guide and direct the classroom with the help of general education teacher. There will be a different teacher for each discipline; I remain in the inclusive classroom throughout the primary grades of my students and their pairs, and I will be a facilitator for them and their pairs for at least three years.  Primarily, I will pair my student up with their pairs as a team in topics that interest them with me as their facilitator. I will also integrate into my program of study music, dance, arts and crafts (e.g., painting, sculpting, crocheting, etc.). My classroom will be managed by myself, a general education teacher, Title I instructor and a teacher assistant. I will integrate full involvement my students and parents in planning their curriculum based on their Individualized Education Plan (IEP). I will require the necessary licensure and credentials.