As Educators, We Must Discover Our Philosophy And Beliefs

As Educators We Must Discover Our Philosophy And Beliefs About How To

As educators, we must discover our philosophy and beliefs about how to best create inclusive learning environments for the learners we support each day. Your vision will likely change and evolve as you grow as an educator and even as you gain knowledge in this course. Therefore, take some time this week to reflect on your vision of inclusion. It will lay a good foundation for when you create a project representing your philosophy of inclusion for children with exceptionalities in Week 5 of our class. To prepare, watch The Inclusion Classroom: An Inclusive Education Movement.

Read There Is No Place Called Inclusion. Locate the quote you shared in your introduction post: "Diversity in all forms is a path to greatness." In your journal, explain your vision of inclusion. Discuss which piece of legislation from this week’s learning most impacted your vision (e.g., FAPE, LRE, IEP, IDEA, etc.). Describe how the quote you shared in your introduction post aligns with your vision of inclusion.

Paper For Above instruction

Creating an inclusive learning environment is a fundamental goal for educators committed to fostering equity and honoring diversity among students. Inclusion involves the integration of all students, regardless of their abilities, backgrounds, or needs, into mainstream classrooms where they can access meaningful learning experiences alongside their peers. My personal vision of inclusion is rooted in the belief that every child has the right to an equitable education that respects their individual differences, promotes social cohesion, and prepares them for lifelong success in diverse communities.

At the core of my educational philosophy is the conviction that inclusive education is not merely a legal requirement but a moral imperative. I see inclusion as a dynamic process that requires intentional planning, differentiated instruction, and a compassionate understanding of each student's unique circumstances. This perspective aligns with the principles of Universal Design for Learning (UDL), which advocates for flexible curricular approaches that accommodate diverse learning styles and needs. My aim is to cultivate a classroom environment where students feel valued, supported, and empowered to participate fully, regardless of their exceptionalities.

The legislation that most profoundly impacts my vision of inclusion is the Individuals with Disabilities Education Act (IDEA). The IDEA guarantees free and appropriate public education (FAPE), emphasizes the importance of least restrictive environment (LRE), and mandates individual education plans (IEPs). These legal provisions serve as a foundation for ensuring that students with exceptionalities are provided the necessary supports and accommodations within general education settings whenever possible. The emphasis on FAPE affirms my belief in the right of every student to access tailored educational services that meet their individual needs. Furthermore, the LRE principle underscores my commitment to inclusive settings where students learn alongside their peers to the greatest extent appropriate, promoting social integration and reducing stigma.

The quote I shared in my introduction—"Diversity in all forms is a path to greatness"—resonates deeply with my philosophy of inclusion. It underscores the value I place on recognizing and celebrating the varied backgrounds, abilities, and experiences of students. Inclusion, from my perspective, is about acknowledging diversity not as a barrier but as an asset that enriches the learning community. Embracing diversity leads to a more creative, empathetic, and resilient student body capable of navigating an increasingly interconnected world.

In conclusion, my vision of inclusion is built upon legal mandates like IDEA, which provide essential frameworks for equitable education, and philosophical commitments to diversity and equity. By integrating these principles into my teaching practice, I aim to create classroom environments where every student feels respected, supported, and inspired to reach their full potential. As I continue to grow as an educator, I anticipate that my understanding of inclusion will evolve, but my core belief that all students deserve equitable and respectful educational opportunities will remain steadfast.

References

• Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2004).
• National Center on Education and the Economy. (2011). Universal Design for Learning: Creating a Learning Environment for All Students. Retrieved from https://www.udlcenter.org
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Mitchell, D. (2014). What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. Routledge.
• UNESCO. (2009). Imperatives for Inclusion in Education. UNESCO Publishing.
• Hehir, T., & Schifter, L. (2012). Educational reform and inclusive education. Harvard Educational Review, 82(1), 101-118.
• Slee, R. (2011). The Irregular School: Exclusion, Schooling, and Inclusive Education. Routledge.
• Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
• Isaacs, N., & Walker, B. (2020). Inclusive Education in Practice: Addressing Diversity and Achievement. Journal of Inclusive Education, 24(3), 234-249.
• Ainscow, M., Booth, T., & Dyson, A. (2006). Improving Schools, Developing Inclusion. Routledge.