Philosophy of Special Education
Every
child thinks and learns in their own unique way. It is important to
understand that different never means less. As soon as society can overlook
this stigma, we will be one step closer to giving children with
exceptionalities the very best chance at success. Children with disabilities
are most definitely capable of learning and the regulations under IDEA help
them to reach their maximum potential in the classroom. These exceptional
children have many obstacles to overcome, but as teachers, we should do
everything in our power to mold them into what they have the potential to
become.
I believe
that all children, especially those with disabilities, have the capacity to
learn. With some students, there are limitations on how much knowledge they
can obtain. For every child to be successful, there must first be an
understanding of any disabilities, and if one is present, then that
disability needs to be understood. The child cannot benefit from a teacher
who does not take the time to learn what each individual child needs.
Children also need to feel safe in the classroom environment. As educators,
we must establish security in our class at the very beginning of the school
year. When students feel secure, they feel comfortable and confident in
themselves, which will also allow them to gain more knowledge.
The
Individuals with Disabilities Education Act, or IDEA, was originally
established under a different name in 1975. Its purpose was to provide
children with disabilities with a free public education and a specialized
education plan designed just for that child’s special needs. Section 504 of
the Rehabilitation Act kind of got the ball rolling first when it declared
in 1973 that people with disabilities should not be excluded from any
government funded programs. This act really opened the door for so many
children who once weren’t given a fair chance at a good education. They were
treated as if they were incapable of learning and were forced to hide
themselves from the world. Having them separated from public schools created
an unfair perception of who these children with disabilities are. We know
now that they are not incapable of learning, but they do have obstacles that
they must overcome in order to learn.
The
obstacles that students with disabilities face differ with each child and
each disability. For example, a child with dyslexia will most likely has
trouble reading and comprehending because that child’s brain jumbles letters
and makes it difficult to identify which letter he/she is seeing. When they
can’t get the letters right, it focuses their reading on the individual
words and not on the comprehension of what they are reading. Or, a child
with ADHD may have difficulty paying attention in class and might miss
important instruction or material. Other children who have mobility issues
may require the use of assistive technology in the classroom. Whatever the
obstacle is, we must find whatever way necessary to help that child overcome
it.
Exceptional children have more options now for their education than ever
before. When considering where the most conducive environment for learning
for them will be, I think the child’s level of disability should be
considered first. I believe that all children would greatly benefit from
being in the general classroom. They need to be socialized with other
students, not just to benefit them, but to create an acceptance and
understanding amongst their peers. For so long, children with disabilities
have been separated from the regular classroom, so they have been an anomaly
and even feared a little bit by the general education students. It would be
so wonderful to see them together and to learn from one another. Being in
the general education classroom also gives the disabled child the same
education as the other students. It allows them to have to push themselves
to work harder and do the same assignments as the rest of the class.
The most
important role performed by the special education teacher is to help each
exceptional child reach their full learning potential. They need to be
pushed and challenged just as much as the general education students. If we
can provide for them every tool to succeed as we can, along with encouraging
them all along the way, I think that we as teachers have done our job. But
the most important thing to me is just overall acceptance. Children need to
be loved and accepted just the way that they are without feeling like they
need to change or conform to fit society’s unfair standards.
Regular
education teachers also play an important role in the success of the special
education student. If that student is in a regular classroom, that teacher
must focus on the child’s disability and provide the appropriate tools to
make that child feel comfortable in a classroom full of general education
students. I feel that they same level of compassion and acceptance is a
must. Student’s need confidence to help them become the best that they can
be, and as educators, we must do our best to make them feel confident.
With my
own journey of having an exceptional child, I have learned so much that I
will carry with me into my own classroom one day. I know that each child is
different and that it is important to understand that different isn’t a bad
thing, but rather a challenge to see the world from a different perspective.
Children need someone in their lives who they trust to accept them and who
believe in them, and I can not wait to be that person for so many children.