Philosophy of Special Education

Special Education is defined in the text as “individually planned, specialized, intensive, outcome-directed instruction.”  (Heward, Alber-Morgan, & Konrad, 2017). It is a way to overcome, eliminate, and overcome obstacles that could keep a child from learning at a successful capacity.  All children are individually unique.  They come in all shapes, personalities, sizes, and ability.  This includes exceptional children, sometimes they may have unique physical or learning attributes that differ from what we call the “norm”, whether they function below or above the norm.  There are a vast number of components that make Special Education a success.  First off, it takes a teacher with a true passion for special education, as well as a well-developed Individualized Education Program (IEP), a concrete understanding and implementation of IDEA, and Section 504 of the Rehabilitation ACT of 1973.

Each child as an individual learns from birth.  They learn that crying gets the attention of others, and can prompt responses such as being fed, held, changed, or rocked.  All humans are constantly learning, whether we realize it or not.  I do indeed believe that all children, including those with disabilities, can learn.  Each child also learns differently and different methods are more effective with different children.  Some students might be visual learners, some might learn better from a more hands-on approach, and some might learn better through auditory stimulation.  Part of our jobs as educators is to get to know all of our students and learn the ways in which they learn best.  This is the first step in ensuring all of our students receive the highest quality of education we can offer. 

The Individuals with Disabilities Education Act, otherwise known as IDEA was passed as public law 94-142 in 1975. This Act transformed education in the United States entirely.  The purpose of IDEA is to ensure that free appropriate publication that emphasizes special education and other related services is available to all children with disabilities, as well as to assist each state in the implementation of a system of early intervention services for infants and toddlers with disabilities. Early intervention can have major impacts on what special education services a child will need once they get into Elementary school.  There are six major principles of IDEA; the Zero Project, Nondiscriminatory Evaluation, Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Procedural Safeguards, and Parent participation and shared decision making. The passing of this law ensured that all exceptional children had free quality public education available. Section 504 of the Rehabilitation Act of 1973 is “another important law that extends civil rights to people with disabilities”  (Heward, Alber-Morgan, & Konrad, 2017). Section 504 “states that “no otherwise qualified handicapped individual shall…solely by reason of his handicap, be excluded from the participation, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance.” (Heward, Alber-Morgan, & Konrad, 2017).  The passing of this law ensured that handicapped students have the same opportunities as all other children. Both IDEA and Section 504 act as a sort of insurance policy that exceptional children are offered the same opportunities and quality of education as every other child.

The term “exceptional children” covers a broad spectrum under its umbrella.  The term includes children with; intellectual disabilities, learning disabilities, emotional and behavioral disorders, Autism Spectrum Disorder (ASD), communication disorders, deafness and hearing loss, blindness and low vision, Attention-Deficit/Hyperactivity Disorder (ADHD, Health impairments, physical disabilities, low-incidence disabilities, multiple disabilities, deaf-blindness, traumatic brain injury, and gifted and talented. As one can imagine, the challenges that children with any of these disorders or disabilities face are not easy, especially if facing them alone.  A child with a physical disability, i.e., in a wheel chair might not be able to swing at recess like their friends do. Challenges such as these can be accommodated. The school or local park could install a swing for wheel chairs. Children with hearing impairments might feel left out in the classroom when their classmates are having conversations and they do not know how ASL. This can be overcome by the school providing the child with an interpreter.  With many of the challenges that exceptional children face, there are often times accommodations that can be implemented and provided for these children. 

I believe the most important consideration regarding where children with disabilities should receive their education include how well their needs can be met. Least Restrictive Environment (LRE) is a law that “stipulates that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” (Heward, Alber-Morgan, & Konrad, 2017). Students should receive their education where their needs can best be met and exceeded.  Another important consideration is the students comfort level.  While a large public school might be ideal for one student with Autism, it might not be best for another student with the same diagnosis.  Sometimes class sizes and teacher-student ratio need to be taken into serious consideration.   

The most important role of the special education teacher is as an advocate for the student(s).  As a teacher in general, we are advocates for all children, not just the students in our classroom. We as educators and professionals are their voice.  More important roles of the special education teacher are to provide instruction and support that facilitates the participation of students in the regular classroom. The special education teacher along with the IEP team should develop an IEP for their students and supervise that plan and ensure that the child’s needs are being met full-circle. I must include, that one role that will always be near to my heart is to ensure that as the teacher, and advocate of my students, they feel safe and loved when they come to school and into my classroom.  The number one role of any teacher before anything else is to make sure that the children that walk through our doors feel safe in the environment and that we ensure they are loved unconditionally.  It is not until children feel safe and loved, that they are able to reach their full potential.

The role of the regular education teacher also involves advocating for their students and making sure they feel safe and loved. They are also responsible for following the student’s IEP.  The regular education teacher should work collaboratively with the special education teacher to assist in the development of a support plan that meets the needs of all students in the classroom, including those with disabilities. The general education teacher should also be sure to keep up communication with the special education teacher in regards to their performance in the classroom, and address any problems or issues the students might be having. Communication between the general education and special education teachers is vital so that they are on the same page in regards of the student.

Since I was a child, I have been passionate about all individuals being treated fairly and equally. I can remember standing up for one of my fellow students on many occasions when other students would treat her poorly and unfairly.  I knew in my heart that what they were doing was wrong and could greatly affect that student and I wanted to do everything I could to help ensure that she was treated equally.  It has always bothered me seeing children being bullied, especially when they have a disability.  Now, as an educator and advocate for all children I can ensure that all students treat each other fairly and as equals.  As a teacher and mother, it is my hope that I can instill empathy and understanding in my children and students that we are all human beings and that we are all wonderfully unique.  I hope if my students learn nothing else in my classroom, they are able to find the beauty and embrace the unique qualities that each human being they encounter has to offer.