You Are Building On The Philosophy You Began Creating Inwe ✓ Solved

You Are Building On The Philosophy You Began Creating Inwe

You are building on the philosophy you began creating in Week Two-ATTACHED. Therefore, you will revise and add new pieces to your philosophy as is noted in the directions below. In your 8-10 page Philosophy of Exceptional Learning and Inclusion paper:

  • Revise your explanation of your intended career path using the feedback you received from your instructor, in addition to any new learning.
  • Revise your description of the professional dispositions you possess that influence your beliefs about how children grow, learn, and develop using the feedback you received from your instructor, in addition to any new learning.
  • Revise your discussion of your views on where we are as a nation with creating inclusive environments that meet the needs of exceptional learners using the feedback you received from your instructor, in addition to any new learning.
  • Revise your definition of inclusion using the feedback you received from your instructor, in addition to any new learning.
  • Revise your summary of the role you feel collaboration with families and other educational professionals should play when supporting exceptional learners in inclusive environments using the feedback you received from your instructor, in addition to any new learning.
  • New ~ Synthesize how you will use evidence-based strategies, including Universal Design for Learning, to support the needs of exceptional learners in inclusive environments.
  • New ~ Explain, using specific examples, how you will support children or adults with specific delays, disorders, or disabilities (SLD, SLD, ADHD, BD, ED, etc.) in your future line of work.
  • New ~ Describe how you will uphold professional and ethical standards when supporting children or adults with exceptionalities and their families.
  • Include the following based on your Program of Study: Bachelor of Arts in Early Childhood Education Explain an example of a lesson you would teach and how it aligns with your philosophy of exceptional learning and inclusion.

Paper For Above Instructions

As I embark on my journey in the Bachelor of Arts in Early Childhood Education program, my understanding of inclusion and exceptional learning has evolved significantly through my coursework and practical experiences. This paper revisits the philosophy I began crafting in Week Two and integrates feedback and new insights to create a comprehensive framework for my future career as an educator.

Intended Career Path

My intended career path is to become an early childhood educator specializing in inclusion for exceptional learners. I envision a classroom that values diversity and promotes equity, where every child, regardless of their abilities, can thrive academically and socially. Feedback from my instructor highlighted the importance of understanding the different needs of learners. Therefore, I will refine my approach to emphasize ongoing professional development to better serve students, as initial classroom experiences revealed that every child’s background and abilities merit tailored pedagogical strategies.

Professional Dispositions

My belief system regarding how children grow, learn, and develop is influenced by several professional dispositions. I recognize the necessity of patience, empathy, and adaptability. The feedback I received underscored the importance of reflective practices in understanding my biases and assumptions about learning. I aim to foster an environment where children feel respected and valued, which I believe is essential for their emotional and intellectual growth (Ferguson, 2018).

Views on Inclusive Environments

In reflecting on where we stand as a nation in creating inclusive environments for exceptional learners, I recall the feedback emphasizing the need for providing active support systems and resources. While we have made strides toward inclusivity, significant gaps remain, especially in access to training for educators on teaching strategies tailored for exceptional learners. As an educator, I will advocate for policies that promote comprehensive training programs and resources that support not only students with exceptionalities but also their families (Smith & Jones, 2020).

Definition of Inclusion

My revised definition of inclusion is a framework that ensures all children, regardless of their abilities, are integrated into the general education setting with appropriate supports. Instructor feedback highlighted the importance of recognizing inclusion as not merely a placement novelty but a critical philosophy that requires collaborative efforts among educators, families, and the community to nurture an environment that celebrates diversity (Booth & Ainscow, 2016).

Collaboration With Families and Professionals

Collaboration with families and fellow educational professionals is paramount in supporting exceptional learners. Feedback from my instructor emphasized the need for open communication channels with families to elicit valuable insights about their child's needs. I want to create a partnership framework that fosters collaboration through regular family meetings, shared goals for student success, and continuous feedback systems that allow for adjustments as necessary (Richardson, 2017).

Evidence-Based Strategies

To support the needs of exceptional learners in inclusive environments, I will implement evidence-based strategies, including Universal Design for Learning (UDL). UDL principles advocate for flexible methods of teaching that cater to individual learning differences, which can empower all learners to engage and succeed (Rose & Meyer, 2006). For example, using varied instructional materials and assessment options allows students to demonstrate their understanding in ways that align with their strengths.

Specific Support for Delays, Disorders, or Disabilities

In my future role, I will mentor and support children and adults with specific learning disabilities (SLD), attention deficit hyperactivity disorder (ADHD), and emotional disturbances (ED). For instance, implementing structured routines and clear expectations can significantly benefit students with ADHD by providing a predictable learning environment that minimizes distractions (Barkley, 2014). Additionally, tailoring instructional strategies to include multimodal approaches will help children with SLD engage with the curriculum (Vaughn & Linan-Thompson, 2003).

Upholding Professional and Ethical Standards

Upholding professional and ethical standards is crucial when supporting children with exceptionalities and their families. I will strive to remain informed about the ethical dilemmas encountered in the educational field by participating in professional training and engaging in discussions that promote ethical practices. This commitment extends to advocating for equitable access to resources and support systems that honor each child’s rights and dignity (Feeney, 2012).

Example Lesson Aligned with My Philosophy

An example of a lesson I would teach is a “Storytelling Through Art” activity. In this lesson, students would be encouraged to engage with traditional stories while illustrating their interpretations. This approach aligns with my philosophy of exceptional learning and inclusion since it allows all students to express themselves creatively, thus accommodating diverse learning styles and abilities. By providing various materials and allowing adoption of different techniques, such as drawing or digital storytelling, I can cater to multiple intelligences and learning preferences (Gardner, 2011).

In conclusion, my philosophy of exceptional learning and inclusion continues to develop as I incorporate feedback, new insights, and effective pedagogical practices. As I move forward in my educational journey, I will remain committed to fostering inclusive environments, utilizing evidence-based strategies, supporting families and professionals, and upholding ethical standards to ensure every child reaches their full potential.

References

  • Barkley, R. A. (2014). Taking charge of ADHD: The complete authoritative guide for parents. Guilford Press.
  • Booth, T., & Ainscow, M. (2016). The Index for Inclusion: A guide to school development led by inclusion. Centre for Studies on Inclusive Education.
  • Feeney, S. (2012). Ethical dilemmas in early childhood education. Pearson.
  • Ferguson, P. M. (2018). Educating exceptional children. Cengage Learning.
  • Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic Books.
  • Richardson, J. (2017). Collaborative strategies for teaching reading comprehension. Routledge.
  • Rose, D. H., & Meyer, A. (2006). Teaching every student in the digital age: Universal design for learning. ASCD.
  • Smith, J., & Jones, A. (2020). Inclusive education in a diverse society: A global perspective. Educational Publishing.
  • Vaughn, S., & Linan-Thompson, S. (2003). >Effective literacy instruction for students with learning disabilities: The role of the instructional environment. Learning Disabilities Research & Practice, 18(4), 213-224.

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