Your Beginning Philosophy Of Exceptional Learning ✓ Solved

For Your Beginning Your Philosophy of Exceptional Learning and Inclusi

For your Beginning Your Philosophy of Exceptional Learning and Inclusion assignment, you will create a three- to four-page word document. In your assignment, explain your intended career path- Kindergarten Teacher. Make sure to specifically include the age group-6yrs you want to work with and your work environment- elementary school, as it will influence your beliefs throughout your philosophy. Describe the professional dispositions you possess that influence your beliefs about how children grow, learn, and develop. Make sure to make a connection between your dispositions and your chosen career path. Formulate your definition of inclusion. Make sure to include specific ways that your definition aligns with the age of the diverse learners you will be working with. Explain your perspective on where we are as a nation with creating inclusive environments that meet the needs of exceptional learners. Make sure to bring in specific examples of how policies and laws have influenced current trends for inclusive environments for your chosen career path. Summarize the role you feel collaboration should play when supporting exceptional learners in inclusive environments. Make sure that important concepts such as being a critically reflective practitioner, collaborative teaming, and communication styles are included in your summary. Include the following based on your Program of Study: Bachelor of Arts in Early Childhood Education. Explain how your own experiences have influenced your philosophy of exceptional learning and inclusion.

Paper For Above Instructions

As a future kindergarten teacher, I aim to work with six-year-old children in an elementary school setting. My philosophy of exceptional learning and inclusion is guided by my understanding of how young children grow and learn, which is influenced by an array of factors including my professional dispositions, personal experiences, and ongoing national conversations about inclusive education.

In my career, I intend to promote a nurturing, inclusive environment that caters to diverse learners. This age group is notably impressionable, and the educational experiences they receive can significantly impact their future attitudes toward learning. Therefore, I firmly believe that all children, regardless of their backgrounds or abilities, deserve access to quality education and supportive learning environments. My approach to teaching is rooted in the understanding that children are not simply vessels to be filled with knowledge; instead, they are active participants in their learning journeys, capable of constructing their own understanding through exploration and interaction with their peers and educators.

One of my core professional dispositions is empathy. As I navigate my role as an educator, I strive to understand my students' perspectives and experiences. Empathy encourages me to see learning from the child's viewpoint, acknowledging their challenges and triumphs. For instance, when I reflect on the variety of learning styles present in a kindergarten classroom, I recognize that not all students will grasp concepts in the same way. Thus, my approach to instruction must be flexible and inclusive, employing a range of teaching methods that engage diverse learners. This is particularly essential in promoting an inclusive environment where all children can thrive (Eisenberg & Spinrad, 2020).

In formulating my definition of inclusion, I see it as the practice of providing all children, including those with exceptionalities, equitable opportunities to participate in all aspects of school life. Inclusion means fostering an environment where diverse learners feel respected and supported while engaging in the same curriculum as their peers. For six-year-olds, inclusion is not only about access but also about belonging. My definition aligns closely with the developmental characteristics of young learners, who require trust and security to flourish. In an inclusive classroom, students can learn from one another, sharing their unique perspectives and experiences, which enriches the entire educational experience. Research suggests that inclusive settings not only benefit children with exceptionalities but also enhance the learning outcomes for all students (Florian & Linklater, 2010).

From a national perspective, we have made significant strides in creating inclusive environments for exceptional learners, though challenges remain. Policies such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act have played crucial roles in promoting the rights of students with disabilities, ensuring they receive a free and appropriate public education in the least restrictive environment (Zirkel, 2020). However, the implementation of these policies can vary significantly between states and districts. Insufficient funding, lack of professional development for educators, and resistance to change continue to hinder our efforts to establish truly inclusive settings.

For example, while the push for inclusive classrooms has gained momentum, there are still instances where students with disabilities are segregated or receive inadequate support in mainstream classrooms. This disparity highlights the need for ongoing advocacy and reform to ensure that our educational systems can meet the diverse needs of all learners. As an aspiring educator, I feel a responsibility to not only adhere to inclusive practices but also to participate actively in discussions and initiatives aimed at improving the educational landscape for exceptional learners (Smith, 2018).

Collaboration is a pivotal component of effectively supporting exceptional learners in inclusive environments. It involves teamwork among educators, specialists, families, and the community to create a cohesive approach to education. As a critically reflective practitioner, I recognize that reflecting on my practices is essential for my growth and that of my students. Collaboration enables me to share insights, learn from colleagues, and align instructional strategies to better support diverse learners. For instance, I will work closely with special education teachers to ensure that I am implementing appropriate accommodations and modifications for my students with exceptionalities.

Communication styles are also a vital aspect of collaboration. By fostering open lines of communication with families, I can gain valuable insights into each child's background, strengths, and areas for growth. Additionally, regular communication with other educators allows for the sharing of effective strategies and interventions that can benefit all students (Friend, 2018).

Lastly, my personal experiences have deeply influenced my philosophy of exceptional learning and inclusion. As a child, I witnessed the struggles of friends who faced learning challenges. This early exposure to the diverse needs of my peers instilled in me a commitment to advocate for all students. Moreover, my volunteer experiences in inclusive classrooms have provided me with a firsthand understanding of the power of inclusion and the importance of fostering a supportive environment for all learners.

In conclusion, as I embark on my journey as a kindergarten teacher, my philosophy of exceptional learning and inclusion will remain centered on empathy, flexibility, and collaboration. By understanding the unique needs of my students and the importance of inclusion, I strive to create a classroom where every child feels valued, respected, and empowered to learn. There is much work to be done to enhance inclusive practices in our educational systems, but I am determined to play a role in advancing this critical cause.

References

• Eisenberg, N., & Spinrad, T. L. (2020). Emotion, regulation, and empathy in young children. In The Oxford Handbook of Emotional Intelligence (pp. 235-253). Oxford University Press.
• Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: A functional approach. Journal of Education for Teaching, 36(4), 331-346.
• Friend, M. (2018). Co-Teaching: Procedures to Enhance Inclusion and Student Achievement. Pearson.
• Smith, D. D. (2018). Introduction to Special Education: Supporting Students with Disabilities. Pearson.
• Zirkel, P. A. (2020). The relationship between special education and general education: Current trends and implications for practice. International Journal of Special Education, 35(2), 245-261.
• Adams, D. (2019). Promoting inclusive education through collaborative practices. Inclusive Practices in Education, 12(3), 45-62.
• Odom, S. L., & Strain, P. S. (2019). A unified approach to early intervention and preschool special education. Early Childhood Research Quarterly, 48, 227-238.
• McLeskey, J., & Waldron, N. L. (2011). Inclusion and School Reform: A Focus on Students with Disabilities. Focus on Exceptional Children, 43(5), 1-20.
• Graham, L. J. (2020). The politics of inclusion: Why it matters for schools, parents, and students. Educational Leadership, 78(7), 38-42.
• Castro, D. C., & Duran, A. M. (2021). Family involvement in supporting inclusive education. Multicultural Perspectives, 23(2), 88-92.