RUNNING HEAD: POST PHILOSOPHY STATEMENT 1

Post Philosophy Statement: Teaching Special Education

Kelli Robinson

EDU 203 Section 1001-1003

March 9, 2018
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Special Education

This semester has been helped me to better understand the challenges, laws, and

strategies surrounding special education. It is encouraging that our society has progressed past

the days of ignoring or isolating special education students and found ways to incorporate them

into our education systems. This has been supported not only by new philosophies but also by

laws created by the government. The purpose of all of these efforts is to provide an educational

experience for these students commiserate with their abilities. We have recognized that each

student, no matter their mental or physical condition, has the right to receive an education. This

inalienable right should be protected and enacted as close as possible to an average student

experience through the practice of inclusion and specialized support. I was able to participate in

the teaching of special education students as part of my Service Learning Activity. The role of

the teacher in those classrooms is to help each student to progress to the limit of their disability.

The important strategy is to not place the limit on the student but allow the abilities of the student

to be defined through fluid instruction. This is accomplished through presenting challenging

material to the student with extra support and careful alteration of curriculum when the student is

unable to progress. The students I worked with learned best through group instruction followed

by one-on-one guiding as needed. Providing an environment which mimics the average

classroom is vital to helping these students feel a sense of normalcy and also develop social and

educational skills commiserate with their peers. Because of their special circumstances, the

group instruction often must be followed by careful observation and individual instruction as

they show signs of distress or confusion. It was important, in my experience, to only provide as

much instruction as necessary to prompt their abilities to accomplish the task.

Goals and Skills

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Setting goals for special education students is critical to tracking progress and ensuring

the success of teaching strategies. Often these goals will come from the Individual Education

Plan (IEP) established in coordination with the teacher, administrators, specialists, parents, and

the student. The overall goal should be to provide the best education possible for each student in

the parameters of their disability. Teachers working with these special education students need to

be very patient and experienced in specific techniques. Observing these students and then being

able to ascertain their progress and needs takes a special skillset based on experience, education,

and a level of caring of each student. I believe, with these teacher characteristics, any student can

learn and progress no matter their disability. It may require more effort than with a child not in

special education but teachers committed to this profession should be committed to student

success.

Philosophy Changes

My personal philosophy in teaching has evolved since the beginning of this course. The

information I have learned in this course has prepared me with a better foundation on the types

of special education students and their unique needs. In addition, my ability to work with some

for these students one-on-one has given me invaluable experience and perspective on the

strategies which are successful and the characteristics necessary as the educator. I wouldn’t

change anything from my pre-philosophy statement but I would add some information about the

special skills necessary to be successful with special education students. The characteristics I

found to be most important in this field are patience, compassion, and hands-on experience.

Armed with these skills a teacher can be successful in special education and fully support these

remarkable students.