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My philosophy of special education centers around three key concepts collaboration, inclusion, and transition planning. Collaboration is getting individuals, who may or may not have similar interests, to work together in an effort to complete a common goal. Inclusion is the full acceptance of all students and leads to a sense of belonging within the classroom community. Transition planning is a process that brings together a student and those individuals directly involved in helping the student prepare to enter a post-school environment. With out these concepts students with disabilities would still be stuck in the dark ages.
The purpose of the study by Carter, Prater, Jackson, & Marchant (2009) was to describe teachers’ perceptions of collaborative planning processes when using the model developed by Prater to plan adaptations and accommodations for special needs students. Prater developed the curriculum, rules, instruction, materials, environment (CRIME) collaboration model. The four steps of the CRIME process are to (a) evaluate the curriculum, rules, instruction, materials, and environment of the general education classroom; (b) list the student’s learning and behavioral strengths and limitations; (c) compare the environment of the classroom with the student’s profile to identify learning facilitators and barriers; (d) plan accommodations and adaptations that will ease the learning process and help alleviate the effect of learning barriers. Effective collaboration between the general education teacher and the special education teacher can facilitate the successful inclusion of the special needs student into the general education classroom.
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
Mrs. Davis is an Educational Diagnostician in Colslaw ISD. She is working with a group of school administrators and teachers at Harvey Elementary. This team is sharing and discussing assessment data on several of the special education students that are mainly served in inclusive classrooms and are and are also taking the regular STAAR test. (a) For this collaborative context, identify specific professional roles and responsibilities of the Diagnostician, special education teachers, general educators, and school administrators. (b) Discuss specific challenges and skills that Educational Diagnosticians face in identifying students’ educational needs that are derived from large scale and formal assessments and communicating with
Inclusion in the classroom is a topic that I did not fully understand when I first became a special education teacher. Studying inclusion and all the aspect that it encompasses has enlighten me to the complexities of inclusion in the classroom. Inclusion has expanded to every facet of school activities outside the classroom. I am going on my fifth year of being a special education teacher and continuously find the need for additional education and training among the staff and administration. I feel having a comprehensive understanding has made me a better educator and advocate for children with disabilities.
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 special needs includes all students in special education programs in the public school system or other appropriate settings. However, the students I would like to focus on in my career are students with learning disabilities and therefore when thinking about learners with special needs, my mind focuses on this population.
The movement toward full inclusion of special education students in general education setting has brought special education to a crossroad and stirred considerable debate on its future direction. Proponents of full inclusion argue that the needs of students in general education. Full inclusion is "an approach on which students who are disabled or at risk receive all instruction in a regular classroom setting" (Hardman, Drew, Egan, & Wolf, 1993). Those who are for inclusion claim that segregated programs are detrimental to students and do not meet the original goals for special education(). Recent analysis show a small to moderate beneficial effect of inclusion education on the academic and social outcome of special needs children. Those who support inclusion believe that the child always should begin in the regular environment and only be removed only when appropriate services cannot be provided in the regular classroom. Physical accommodations, sufficient personnel, staff development and technical assistance, and technical collaboration are all brought into the classroom to assist the special needs child in a regular classroom. Another study assessing the effectiveness of inclusion was done at John Hopkins University. In a school-wide restructuring program called, Success for All, student achievement was measured and several positive changes were noticed: a reduced fear of human differences accompanied by increases comfort and awareness, growth in social cognition, improvement in self- concept of non-disabled students, development of personal principles and ability to assume an advocacy role toward their peers and friends with disabilities, and warm and caring friendships. Inclusion is more effective when students with special need are placed in a general education classroom after adequate planning. Inclusion does not mean unilateral changes in student's placements without appropriate preparation.
Inclusion in classrooms is defined as combining students with disabilities and students without disabilities together in an educational environment. It provides all students with a better sense of belonging. They will enable friendships and evolve feelings of being a member of a diverse community (Bronson, 1999). Inclusion benefits students without disabilities by developing a sense of helping others and respecting other diverse people. By this, the students will build up an appreciation that everyone has unique yet wonderful abilities and personalities (Bronson, 1999). This will enhance their communication skills later in life. Inclusive classrooms provide students with disabilities a better education on the same level as their peers. Since all students would be in the same educational environment, they would follow the same curriculum and not separate ones based on their disability. The main element to a successful inclusive classroom, is the teachers effort to plan the curriculum to fit all students needs. Teachers must make sure that they are making the material challenging enough for students without special needs and understandable to students with special needs. Inclusive classrooms are beneficial to students with and without special needs.
I have had a number of experiences in the classroom over the years. Throughout each of these experiences, I have observed the teachers in the classrooms and the way they have taught their students. These observations have taught me that it is the job of the teacher to service the student and provide for them the means to learn and advocate for themselves. My teaching philosophy is that all students have the potential, capability, and right to a quality education, and that it is the job of the teacher to ensure that the student receives that education. Not only that, but it is also the job of the school and faculty to work together in order to create a safe environment where said education can best be received by the students. In the field of special education specifically, I believe that it is the job of the teacher and the school to determine what the best method of meeting the student’s needs. This means that, as a teacher, it is my responsibility and my goal to give every student the education they deserve.
Those who support an inclusion model for all students take the stand that students with disabilities should be placed in and inclusion setting with the idea that all special education students will benefit from an inclusion setting with their general education peers. An inclusion setting will provide academic growth and social growth. The placement of special education students in a general education classroom would also benefit students to respect and accept those students who are different. Students should be placed in an inclusion setting whenever possible (Noll, 2013).
Currently, children with special needs are educated in a designated classroom or included into a general classroom. Inclusion is educating special-needs students in a classroom with non-special needs students. Debate about inclusion or separate classrooms for children with disabilities has been a topic of discussion in the educational school setting for decades. Supporters of inclusion believe special-needs students, teachers, and non-disabled students do better academically and socially in a diverse classroom setting. However, inclusion of special-needs students does not work in a general classroom setting.
Inclusion is a commitment to give each student the opportunity to set goals, learn from others to develop good social skills and help students accomplish what they aspire to do and what they aspire to be. Teachers in Special Education look for their students’ strengths; one student may be able to draw elaborate pictures, while another can remember the exact size, shape, and color of an object. When combining the strengths of their students, a teacher can have a group of students work together to create a precise drawing of the Taj Mahal. Inclusion is also making its mark through Special Olympics’ Unified Champion Schools, a program in schools that promotes equality through sports and other activities for students with physical and or intellectual disabilities. Both teachers and programs that advocate for Special Education are taking a stance to make all students feel able and welcome to set goals and accomplish grand ideas. Special Education classrooms set expectations high in making sure all students are treated equally with the kindness and respect that everyone deserves. Inclusion allows for students to see the success of their strengths while learning from other students to build on their weaknesses. Upon building on their weaknesses, students can then apply the new knowledge in their successful
Special education requires self-disciple, patients, mindfulness, understanding and love. Children are all very special and have unique personalities to fall in love with. Children with disabilities have these wonderful traits just like others. They face challenges that other children will never know but I believe inclusive classroom are providing children with or without disabilities that each other are really not as different from one another as they appear to be. When children are dismiss these differences, they gain a relationship with each other, positive outcomes our produce, social skill become of existence, cognitive skills, fulfillment is express through joyful emotions. A feeling of acceptance allows children with disabilities to reach their IEP goals. Thus, leads to self-confidence, positive attitudes, and trust their self that they to gain the life skills needed to be independent.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
I am often asked what influenced me to become a teacher. To be a special education teacher, one must exhibit patience and flexibility, and have background knowledge on the types of disabilities they will be exposed to throughout their career. I know that I am able to be patient and flexible with children with disabilities because I have been surrounded by children and adults with disabilities all my life. This is the main reason I want to become a special education teacher.
The environment in which a student learns greatly affects the knowledge and skills they take away from their educational experience. The debate about what classroom setting provides the most effective learning will probably be argued until the end of time. Special education budgets account for a great deal of money so it is obvious that the allocation of these funds needs to be used in the most efficient way possible. There are two main sides of this argument inclusion and exclusion. The inclusion side wants to integrate students with disabilities into classroom with students without disabilities. The flip side of this is what is generally in place today where students with disabilities are segregated in either different schools or classrooms, taught with a watered down curriculum and by different teachers. The exclusion method attempts to separate students by their intelligence level, creating different levels for the same course. The theory behind this is that since students are at a similar level the class can be taught at a speed comfortable for everyone, the difficulty of the material is usually easier or just goes into less depth. The inclusion theorists believe that by changing the current system to include a range of students in each classroom it will save the school district money and benefit students with and without disabilities. School is more than a place where students go to learn facts, young students learn how to effectively communicate, learn socially acceptable behaviors, form friendships and relationships, by interacting with a variety people. Including all students in the education process can and will be beneficial to all parties involved not only in from an academic standpoint. Inclusive educati...