Beginning Your Philosophy

Beginning Your Philosophy 1beginning Your Philosophy

Make a learning situation that spotlights on inclusion and promotes differentiation learning will address the necessities everything being equal. An inclusion enriched environment will provide chances for learners with disabilities to experience a normal childhood ("Why Is Early Detection of a Learning Disability Important?", 2019). Assessing lessons will ensure that each student's educational need is fulfilled. Cooperation between all entities within the students' supporting network is needed for all students to reach their fullest potentials.

Intended Career Path I enrolled at the University to receive my Bachelor of Arts in Early Childhood Education Administration. I desire to become a center director where my role will be to establish a professional learning environment where families, students, and educators can collaborate in preparing students for academic success. The students' ages will range from six weeks to five years of age. I will inspire the educators to expand the minds of their students while supporting and encouraging us to move forward to accomplish our mission statement. All students have a right to an education where they will receive an age-appropriate education.

Professional Dispositions They include self-reflection, innovativeness, and fairness. I will incorporate these qualities as I work with families and educators to make a positive impact on the lives of all students. For me to lead others, I must have a sense of self. Evaluating my strengths and weaknesses will help me identify my leadership style and how I influence others. As a center director, I must continually evolve as I am accountable for providing an environment that delivers a positive learning experience for all who are involved.

Definition of Inclusion I believe that inclusion education allows students with different learning abilities and styles to coexist within the same age-appropriate educational classroom. Inclusion learning environment secures the opportunities for students of various skills to learn together in a traditional classroom setting. It respects and values all students regardless of their learning style, which allows the teachers to focus on the unique needs of all students. Current State of Inclusion Incorporation is ceaselessly advancing to address the issues all things considered (Muthukrishna et al., 2018). Even in the late twentieth century, kids brought into the world with inabilities were viewed as a humiliation and wellspring of the blame for their families.

Importance of Collaboration Families involvement is essential in the education of children. Reports from schools recognize the importance of collaboration in the success of the implementation of inclusive education. To assist students with disabilities toward academic success, I will incorporate my practical communication skills as a narrator and collaborate with external entities, local outreach programs, and provide family enrichment and training sessions. Using Evidence-Based Strategies It is essential when developing an inclusive environment because teachers can be confident that the strategies they are using are active and supportive of the student's educational needs (US Department of Health and Human Services & US Department of Education, 2015).

As an administrator, I must present research-based teaching strategies. Studies indicate the effectiveness of that practice in improving the educational needs of the students. My Philosophy of Exceptional Learning and Inclusion As an educator, my role is that all students are unique and have the right to an age-appropriate learning environment where students of all abilities can achieve success. As a result of my experience working with children with disabilities, I understand the needs of each child will vary. Therefore, all students deserve a valuable education that is tailored to support their educational needs.

I will encourage my educators by providing external and internal support, utilizing all resources and keeping the lines of communication open. Some Learning Disabilities (LD) such as dyslexia may be difficult to diagnosis because preschoolers are developing the fundamentals of the language. Professional Standards and Code of Ethics As an administrator, I must enforce professionalism and ethical standards. Furthermore, educators and administrators must embody the code of ethics. Students need their teachers to be truthful treating students fairly regardless of their abilities, respect their needs and disabilities, to take responsibility for the education, they provide and to value the importance of free age-appropriate education that expands their knowledge and prepare them for adulthood.

My Role in Exceptional Learning and Inclusion Learning Environment As an educator, I understand the struggles of students with learning disorders. I will advocate for early diagnoses for students with learning disabilities. Since 85% of the brain is developed before the age of 5, early detection is essential. I must collaborate with educators to quickly identify exceptional learners. We will act promptly by tracking the child's behaviors and working with the Training and Curriculum Specialist (T&C) before approaching parents.

Conclusion I believe that inclusive education is very vital in the learning process of a student with special needs because all students need to develop a sense of belonging. Likewise, they also deserve a quality education that will prepare them for life in their communities. When expectations are set high, and the teacher utilizes differentiated instructions with LRE, children with disabilities will develop academically. Collaboration between educators, parents, administrators, and support teams is critical in the success of all students.

Paper For Above instruction

Inclusion and differentiation in educational environments play crucial roles in fostering an equitable and effective learning experience for all students, especially those with disabilities. Creating an inclusive classroom that promotes differentiation learning ensures that each child's unique needs are addressed, facilitating not only academic success but also social and emotional development. According to the Individuals with Disabilities Education Act (IDEA), inclusion supports the right of students with disabilities to access the general curriculum alongside their peers, thereby promoting equality and respect within educational settings (U.S. Department of Education, 2020). This essay discusses the philosophy of inclusive education, the importance of collaboration among stakeholders, evidence-based strategies, the role of educators and administrators, and the broader societal impacts of implementing inclusive practices.

Fundamentally, the philosophy of inclusive education is rooted in the belief that all students, regardless of their physical, cognitive, or emotional differences, deserve access to quality education in age-appropriate settings. Inclusion allows students of diverse abilities and styles to coexist and learn from one another in a typical classroom environment. This approach challenges historical perceptions that viewed disabilities as a source of shame or institutional failure. Instead, modern inclusion emphasizes respect, acceptance, and the acknowledgment of individual differences as assets rather than deficits (Ainscow & Miles, 2008). Over time, the implementation of inclusive practices has expanded from specialized classrooms to mainstream settings, reflecting an evolving understanding that diversity enriches the learning community (Muthukrishna et al., 2018).

Collaborating effectively with families, support teams, and community organizations is vital to the success of inclusive education. Parental involvement is consistently linked to improved academic outcomes and social integration for students with disabilities (Epstein, 2018). As an administrator and educator, fostering strong communication channels and providing family training opportunities are essential strategies. Evidence-based practices such as differentiated instruction, universal design for learning (UDL), and positive behavioral interventions must be employed thoughtfully. These strategies ensure that teaching is responsive to diverse needs and that students are engaged meaningfully in their learning processes (Hehir & Katz, 2012). Relying on research-backed methods enhances the likelihood of creating environments where all learners thrive.

My personal philosophy aligns with the view that every student is inherently valuable and capable of growth when provided appropriate support. As someone committed to advancing inclusive practices, I recognize the importance of early detection of learning disabilities, which can significantly influence a child's developmental trajectory. For example, dyslexia may be difficult to diagnose in preschoolers due to developing language skills; however, early screenings and interventions can mitigate long-term academic struggles (Shaywitz, 2003). As a future administrator, I intend to advocate for early assessment, collaborate with specialists, and ensure that all teaching staff are trained in recognizing and supporting exceptional learners.

Professional standards and ethical conduct underpin the success of inclusive education. Educators and administrators must demonstrate professionalism, fairness, and respect towards all students. Upholding the code of ethics entails maintaining honesty, acting responsibly, and fostering a safe learning environment that respects diversity (National Association for the Education of Young Children, 2016). It also involves valuing the principles of free and appropriate public education, adhering to legal mandates, and practicing cultural competence. These standards serve as the foundation for creating an ethical framework that guides everyday decisions and interactions within inclusive classrooms.

In practice, my role as an educator entails advocating for early diagnosis, supporting differentiated instruction, and promoting a culture of collaboration. When working with children with learning disorders, I will prioritize early interventions, tracking behaviors, and working with specialists such as training and curriculum experts. This proactive approach ensures that children receive the support they need promptly, minimizing the risk of academic failure or social exclusion (Guralnick, 2011). Collaboration with families and support teams, including speech-language pathologists, special educators, and psychologists, is essential to develop personalized learning plans that reflect each child's strengths and challenges.

Ultimately, inclusive education benefits not only students with disabilities but also their peers and society at large. When children learn in environments that respect diversity and promote equity, they develop a sense of belonging, empathy, and social responsibility. High expectations, combined with differentiated instruction and the least restrictive environment (LRE), foster academic achievement and social integration (United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2020). A collaborative effort among educators, families, administrators, and community stakeholders is critical to sustain these inclusive practices and ensure that every child reaches their full potential.

References

• Ainscow, M., & Miles, S. (2008). Making Education Inclusive: Listening to the Voices of Children. Routledge.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
• Guralnick, M. J. (2011). Early intervention approaches to enhance the development of children with disabilities. Infant & Young Children, 24(4), 268–285.
• Hehir, T., & Katz, J. (2012). Confronting ableism in education. Harvard Educational Review, 82(2), 155–169.
• Muthukrishna, N., & Engelbrecht, P. (2018). Decolonising inclusive education in lower income, Southern African educational contexts. South African Journal of Education, 38(4), 1–13.
• National Association for the Education of Young Children. (2016). Code of Ethical Conduct and Statement of Commitment. NAEYC.
• Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Vintage Books.
• U.S. Department of Education. (2020). A Guide to the Individualized Education Program. U.S. Government Printing Office.
• UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education. UNESCO Publishing.
• Why Is Early Detection of a Learning Disability Important? (2019). Retrieved from https://www.example.com