Special Ed Page | Beliefs | Framework | Person Narrative | M.A.T | M.Ed. | C.A.S
Our feet
Grounded in the bridging of theory and practice, our feet are an integrated set of experiences designed to enable faculty to impart and student to explore theoretical knowledge while linking that knowledge to best developmental practices. Theory guides practice and practice informs theory .
Our legs
Our legs, technology, support of our body and carry us into the future. Technology (assistive, adapted, and instructional) is the great equalizer and is what opens doors for those who have previously been denied access to the general education community and to society as a whole.
Our arms
Our arms reach out as we embrace the philosophy of an inclusive and collaborative community. Education is provided in the Least Restrictive Environment (LRE). When provided with sufficient and appropriate support, every general education teacher has the capacity to adapt curriculum and instruct students who have diverse and special needs. We believe in the importance of reciprocal and supportive partnerships between schools, universities, the business community, professional organizations, and government agencies. In our program, decision-making is collaborative. In courses, we model and provide collaborative experiences throughout the students' courses. In schools and the community, decision-making should also be collaborative and broadly shared among parents, students, teachers, and administrators.
Our hands
Our hands authenticate and model best practices in the context of schools and classrooms. Instruction at all levels reflects the more diverse population in schools and acknowledgment of learning differences. Best practices may include cooperative learning, peer tutoring, team curriculum planning, reciprocal teaching, team-teaching, co-teaching, and special and general education teaching methods. Teachers learn to differentiate between curriculum and instructional practices that are educative (lead to students' development academically, emotionally and socially) from those that are miseducative (those that impede or distort students' development).
Our heart
Our heart embodies our beliefs and values. Every child is entitled to a Free and Appropriate Public Education (FAPE). Special educators champion civil and human rights. Children come first. Education is student and child-centered. We believe that all children can learn. We believe in equity, and that the important concept that fair does not mean equal, but that each child receives what she/he needs educationally (Lavoie). We adhere to personal and professional ethics.
Our glasses
Our glasses represent the special education concept of individualization. The lenses help us focus on the student as an individual with unique needs, gifts and talents. This special expertise--individualization--is what differentiates us as special educators. By law each student we teach has the right to an individualized education plan. This individualized instruction uses best practices and is geared to individual learning characteristics and styles.
Our brain
Our brain endeavors to prepare teachers to creatively solve problems, and conduct action-research in diverse and challenging classroom and school environments. Evaluation is a critical component. We use it to assess curriculum, instruction, programs, and students' progress. We enable teachers to reflect critically, authenticlally, and examine their own teaching, values, beliefs and principles.
Our soul
The essence of our soul is: to be an exemplary special education teacher, an advocate for those we teach, a change agent, and a life-long learner. We encourage teachers to be actively engaged in professional development (attend and actively participate in local, state, regional and national conferences; read journals). We encourage teachers to establish and maintain on-going and supportive relationships including peer support and mentoring partnerships.
External forces
Many external forces influence our teaching, and we in turn influence those forces. These forces include, but are not limited to: political movements and legislation, funding, teacher certification requirements, school reform and restructuring, the students we teach and their parents/families, local and global communities, culture and diversity.
Special Ed Page | Beliefs | Framework | Person Narrative | M.A.T | M.Ed. | C.A.S
