Philosophy Of Special Education At Lamar University College

Philosophy Of Special Education 1lamar University College Of Educat

Write a three page reflection regarding your personal philosophy of special education. Reflect on your vision, values, beliefs, and perceived roles and responsibilities as a special educator; theories, knowledge, and trends in the field of special education; and implications for future practice.

Support your reflection with scholarly works. This assignment is the Tk20 key assessment for this class. As such, you will need to submit your APA formatted Philosophy of Special Education assignment to both Blackboard and Tk20.

Paper For Above instruction

In developing a personal philosophy of special education, it is essential to consider the foundational values, beliefs, and roles that guide one's approach to educating students with exceptionalities. This reflection aims to synthesize personal perspectives with scholarly insights to outline a comprehensive philosophy that informs effective and equitable practice in the field of special education.

My core values in special education are rooted in inclusivity, respect, and the belief in every student's potential for growth and learning. I believe that every student, regardless of their exceptionalities, has the right to access meaningful educational experiences that foster their academic, social, and emotional development. This conviction aligns with the principles of person-centered education, emphasizing the importance of listening to students’ voices and tailoring instruction to meet diverse needs (Schalock et al., 2010).

My beliefs about the role of the special educator center on being a facilitator, advocate, and collaborative partner. A special educator should serve as a catalyst who creates inclusive environments, adapts curricula, and employs evidence-based strategies to support student success (Friend & Bursuck, 2019). Collaboration with general educators, specialists, families, and students themselves is crucial for developing individualized education programs (IEPs) that are responsive and realistic.

Scholarly knowledge underscores several prominent theories and trends that influence my personal philosophy. For instance, the Universal Design for Learning (UDL) framework advocates for flexible learning environments that accommodate variability and promote access for all learners (Meyer, Rose, & Gordon, 2014). This approach aligns with my commitment to proactively designing instruction that minimizes barriers. Additionally, the social model of disability emphasizes changing societal attitudes and structural barriers rather than focusing solely on students’ deficits—this perspective shapes my beliefs about promoting equity and dignity (Oliver, 2013).

In terms of trends in the field, there is a growing emphasis on culturally responsive teaching and equitable practices that recognize students’ diverse backgrounds. Incorporating culturally relevant pedagogy and anti-bias approaches enables educators to foster a sense of belonging and validate students’ identities (Ladson-Billings, 2014). Furthermore, the emphasis on assistive technology is transforming instruction, empowering students with disabilities to participate more fully in the general education setting (Lee et al., 2018).

My personal philosophy also recognizes the importance of ongoing professional development to stay current with research and best practices. As a future special educator, I will prioritize continuous learning, reflection, and advocacy to adapt to evolving student needs and educational policies. This lifelong commitment is vital to providing ethically responsible, effective, and compassionate support (Billingsley, 2014).

Implications for future practice include implementing differentiated instruction that leverages universal design principles, fostering collaborative team environments, and actively advocating for policies that enhance access and equity in education. I aim to develop instructional strategies that are culturally responsive, evidence-based, and student-centered, ensuring that all learners can succeed and thrive within inclusive settings.

References

• Billingsley, B. (2014). Special education advocacy and professional development. Teacher Education and Special Education, 37(4), 251-263.
• Friend, M., & Bursuck, W. D. (2019). Including students with special needs: A practical guide for classroom teachers (8th ed.). Pearson.
• Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: The remix. Harvard Educational Review, 84(1), 74-84.
• Lee, C., McNaughton, S., & Husband, C. (2018). Assistive technology integration in inclusive classrooms. Remedial and Special Education, 39(2), 121-131.
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. CAST Professional Publishing.
• Oliver, M. (2013). The social model of disability: An outdated ideology? Disability & Society, 28(5), 572-576.
• Schalock, R. L., et al. (2010). The concept of personal quality of life: A narrative review. American Journal on Intellectual and Developmental Disabilities, 115(2), 151-166.