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Belief Statement
Developing A Personal Philosophy Of Inclusion For Young Children, Special Education
Inclusion: Early childhood education
Belief statements
I believe that every child has a right to an education. This education must be adapted to every child's individual needs. These needs encompass a wide range of biological, sociological, and psychological differences. Although every child is entitled to an equal education, giving every child the same education is not the same thing as equality. For a child who is blind, it is necessary that the child have access to a talking book or Braille to enable him or her to comprehend the same material as his or her peers. Similarly, a child who is dyslexic or has a sensory processing disorder requires additional support to keep up with other students.
I believe that teachers must be flexible when dealing with children. Teaching is more than simply writing out a lesson plan: to make the lesson plan works requires teachers to be sensitive to the needs of students, and to rephrase things if students are having difficulty. Teachers must use periodic formative assessment methods, like frequent quizzes and papers, to have feedback about what students do and do not understand, so they can change their approach accordingly. Just like...
Strategies that worked for a class last year may not work for this year's class.
Teachers involve members of the community in the learning process. They keep in contact with parents and involve parents in the classroom. Parents can be an important informational resource for educators. Parents are necessary to keep children excited about learning by reinforcing what is learned in class at home.
Teachers are aware of the fact that learning must be fun. Although teaching has serious goals, they must be approached…
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
(Heal and Rusch, 1995) In a separate study entitled: "Improving graduation and employment outcomes of students with disabilities" Predictive factors and student perspectives" Benz, Lindstrom, and Yovanoff (2000) report findings from two studies that examined secondary and transition practices. The first of the two studies made an examination of students factors as well as program factors that served to predict the graduation of participants with a standard high school diploma
Social Work Dimension of the Primary Teacher's Role." This article is written about the British Education System that is similar to that of the United States. Often teachers have to act as social workers for the students and parents. STUDY REVIEW OF THE ARTICLE, THE SOCIAL WORK DIMENSION OF THE PRIMARY TEACHER'S ROLE" The article review is about the social work dimension of the primary teacher, head teachers, and other staff in
The 1892 Committee of Ten of the NEA stressed that high schools were sadly only for the elite, but in the succeeding century, there was a marked increase of national wealth, improved living standard and a greater demand for better trained labor force. This led to reorganization of secondary education into one that would cater to the population's growing industrial democracy and the cardinal principles of secondary education were
Aboriginal Education in Canada: A Plea for Integration This paper explores interactions among formal learning, informal learning, and life conditions and opportunities experienced by Aboriginal people in Canada. Aboriginal is the most popular term used to refer to Canada's original people (Kirkness, 1999). Aboriginal, Indian, and First Nations are all terms used to describe Canadian natives. A great deal of attention has been given in recent years to what is commonly described