My philosophy of special education comes from a variety of experiences. Through my work as a special education paraprofessional for 4 ½ years and my learning through graduate school, I have developed a set of beliefs about the needs of special education students and how best to meet these needs. Special Education envelops both abilities and disabilities, from intellectual disabilities to emotional or behavior difficulties, to students who are gifted or talented. It is an ever-changing field and as such requires that special education teachers constantly rethink what they thought they knew. Therefore, my philosophy of education is a work in progress, not set in stone. In today’s classroom, teachers are addressing a wider and more diverse range
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Some of these obstacles hinder their ability to have full access to the general education curriculum. Teachers must level the playing field for them as much as possible so they can be successful. Instructional scaffolds must be put into place to support these students and enhance their learning. As teachers, we must build on students’ experiences and background knowledge as they are learning new concepts/skills. These supports are not permanent and change based on the task to be completed and students’ needs. Students with learning disabilities are often not actively engaged in the learning process when being taught a new skill. Often, they are only going through the motions of the task because they don’t understand the underlying concepts of each step. It is important that teachers work closely with these students and have them demonstrate the task independently before removing instructional supports. It is important to remember that a student’s success depends on the teacher’s ability to match specific instructional strategies with the content. Both special and regular education teachers play a vital role in the educational experiences of students with disabilities. Special education teachers should work closely with regular education teachers and share their knowledge, skills, and training in working with individuals with disabilities. Both teachers are involved in the instruction of students with disabilities, both provide a variety of supports for these learners with disabilities, and both must make certain that special education students receive the services to which they are entitled while maintaining their dignity and
Some of these obstacles hinder their ability to have full access to the general education curriculum. Teachers must level the playing field for them as much as possible so they can be successful. Instructional scaffolds must be put into place to support these students and enhance their learning. As teachers, we must build on students’ experiences and background knowledge as they are learning new concepts/skills. These supports are not permanent and change based on the task to be completed and students’ needs. Students with learning disabilities are often not actively engaged in the learning process when being taught a new skill. Often, they are only going through the motions of the task because they don’t understand the underlying concepts of each step. It is important that teachers work closely with these students and have them demonstrate the task independently before removing instructional supports. It is important to remember that a student’s success depends on the teacher’s ability to match specific instructional strategies with the content. Both special and regular education teachers play a vital role in the educational experiences of students with disabilities. Special education teachers should work closely with regular education teachers and share their knowledge, skills, and training in working with individuals with disabilities. Both teachers are involved in the instruction of students with disabilities, both provide a variety of supports for these learners with disabilities, and both must make certain that special education students receive the services to which they are entitled while maintaining their dignity and