Philosophy of Exceptional learners and Inclusion
Philosophy of Exceptional Learning and Inclusion
What does it mean to have exceptional learning and inclusion in a general classroom? When something is described as exceptional, it is considered quite different from the average. Students in special education may be described as exceptional. You may hear “exceptional children” or exceptional learners,” and these terms refer to students who require special services Powell, S.R., & Driver, M. K (2013). These services are made by law to assist children in getting their needs met. An inclusive environment is one that strives to help these types of children grow and learn in the same classroom as their peers while receiving the same lessons with modification. This is important in both my field of education and to me because I struggle growing up academically because didn’t receive the resources I needed. I see so many of our young children at a preschool age struggling and going down that same path. In this line of work, I tend to do my best to reach those students in getting them the help they need before it is too late. I believe that early childhood education that early intervention or observations will help these children succeed in a regular classroom setting. In this paper, you will learn about my philosophy of exceptional learners and inclusion. You will also, explore how my career path in Early Childhood Education is part of providing exceptional learners with the support they need to be successful.
Intended Career Path
Growing up I always dream of becoming a teacher. A teacher that could and would make a difference in the children’s lives I encounter. I was unsure of the age group I wanted to teach back in high school. It was not until I had my eldest daughter that I realize teaching younger children is what I wanted to do. It was then, I understood that I would teach them to move from one stage of growth to the next. This motivated me because I was also doing the same things that I would later teach other children to do. Like helping them with toileting, washing their hands, interacting with their peers, and building their vocabulary skills. When I see children engage in the activities, I know I am fulling my part as a teacher. I wanted to teach children in a preschool setting. My goal was to graduate from college, get a job working as a teacher first to get the hang of how a preschool classroom is operated. Then I plan to open a home daycare teaching three to five-year-old.
Professional Dispositions
My chosen professional deposition is a Bachelor of Arts in Early Childhood Education. As a result of obtaining this degree children will grow, learn, and develop from the things we teach them. As a teacher, I believe in providing opportunities or giving children choices to help them in decision making. This teaches them to develop independence of making their own choices. I also, believe children grow, learn, and develop, by their environment and the things they see and hear. By having them to interact with their peers this allows them to experience different cultural background. They get to grow and learn through modeling behaviors and positive reinforcement. In Early Childhood Education, I will learn to meet children where they are and expand on their thinking. In doing so children will soar to achieve at their highest ability. Then it has behooved me to do whatever it takes to make sure that I am doing my part as an educator on their behalf.
Definition of Inclusion
An Inclusive environment is where students with and without a disability will be taught in the same class setting. In addition to accommodations that will assist them in their learning. In an inclusive environment, I will work with these children hands-on to make sure that they are not left behind. Providing them with extra time or introducing them to the lesson a day before to help prepare them mentally to be involved in the lesson. In doing so, I will ensure that they fully understand by receiving feedback from them on their understanding of what will be taught. As we share and support each other's learning styles and ideas as we collaborate, we help to make the classroom successful. Some areas to consider when creating an atmosphere of mutual respect our classroom procedures, and classroom strategy Bucholz, J. L., & Sheffler, J. L. (2009). When I teach children about others, they learn to appreciate their surroundings and the people they encounter. An environment where they learn to get along without passing judgment on one another but helping each other to grow individually.
Current State of Inclusion
In creating an inclusive environment, I am working to make certain children are treated equally. The commission on emotional and learning disorders produced the CELDIC report 1970 which endorsed the integration of students with “exceptionalities” in general education system Pivik, J., McComas, J., & Laflamme, M. (2002). Regardless of their disability or circumstances. In the early 19th century many children with disabilities were treated so unfairly Powell, S. R., & Driver, M. K. (2013), so, they began to change the school system. The Individual with Disability Education Act (IDEA) is used to help those with a disability like autism, traumatic brain injury, deafness- blindness, speech or language, hearing impairments, and, etc., to all be included in learning in a regular class setting. By including everyone it teaches children to develop patience for their peers, as well as kindness, and, caring for one another. In today’s classroom children are learning to accept their peers for who they are because we teach, them that everyone has felt just like them. As I continue to work with younger children in today’s school system, I will continue to instill this in our children because the world will tell them differently if they do not hear it from those that love them.
Importance of Collaboration
When I collaborate with active listening to the critically reflective practitioner by having an equal level of respect for both the speaker as well as the receiver, we both can exchange ideas. Which we can then, empathize with each other in understanding one's thoughts and feelings. Collaborative teaming means asking open-ended questions to one another, to understand and or establish meaningful relationships between both parties. Communicating with families provides a common interest and goal setting for children. Families get to be a part of their child’s education as well as their success. Communication strategies are significant in helping collaborate through active listening and building relationship or trust. The parties honor their commitment and only promises what they can deliver. Including these things as we collaborate helps to ensure our level of comprehension to each other as we grow together to make a healthier environment for the children in our care.
Using Evidence-Based Strategies
I can use evidence-based strategies to identify concerns while working closely with the children. I can also use them for meeting every individual child’s needs. These strategies can help me to implement age-appropriate activities that will target or help the students meet goals. Working with preschool age 3 to 5 years old I would be mindful when implementing the principles of UDL in my work in ensuring that the material and information that I present is on their level or age appropriate. I would also ensure that I am first excited about the lesson with enthusiastic tones and demeanor to get them interested. Children love animation and when things come alive to them. Implementing these principals will also take reevaluating the ways I present certain lessons when students are not obtaining or mastering the objective and goals. It is important to use evident- based strategies because it has been validated by researchers as instructional techniques for children Powell, S. R., & Driver, M. K. (2013). Children will now receive the proper help they need. With proper training and observation for teachers in an inclusive environment, it will increase the chances of success for each child that goes through the process.
Using Assessments
One way to ensure that I include all students in the assessments, I would focus on the four factors that influence children’s learning profile which may include learning style, intelligence, performance, gender, and culture. In considering these factors I would do an observation and talk to the children more frequently. The second way to ensure that children are part of the assessment to change the way the classroom is set up to make learning opportunities available to all. In assessing children, I would review the guideline in making sure they are meeting them. If there is any type of differentiating, I would revise my approach in teaching them, so they are better prepared. To properly assess my children, the assessments must be age- appropriate for each child. In doing so, changes o adjustments must be made in these activities taught to students. Depending on the results of each assessment I would add to their understanding or find additional resources in helping them master that area. These assessments reflect the concepts and skills that I emphasize in class along with my clear criteria for judging student’s performance. These concepts and skills, and criteria align with the instructional activities and ideally with state or district standards Guskey, T.R., (2013). Many of my small group lessons will cover things like counting, identifying objects, phonic awareness, and real-life experiences to prepare students for these assessments.
Supporting Children
Despite the minor setbacks that these children may be experiencing I think that our children can adapt to any environment. A child with ADHD, ED, and or BD has a shorter attention span than children their age and must be constantly redirected during interactions with their peers. With the challenges, there is a lot of communication needed, and parent involvement is critical to ensure that each child succeeds. Working together alongside with these parents will help to identify their normal behaviors and triggers. Transitions can be through music or with the sound of a bell to get their attention. This will notify them that they should be finishing one activity and prepare to move to something else. I would either start two or three minutes earlier reminding students it’s cleanup time. It preps them to be ready to move on or to give them more time to clean up if needed. This also gets them familiar with the transitions for later in life as they move from preschool to elementary then to high school and hopefully college. Transition is a preparation that assists them in decision making and planning. So, at this age and with a child’s behavior, it is important that learn to have control and know what to do next. Classroom routines and cues will be used in setting up expectations for children to follow. Making clear and direct instructions help them to focus on the things they should be doing. Reinforcing what I expect from them rather than their behavior creates a positive environment. I would be consistent in the daily schedule so that they get familiar with what takes place next. As these children learn a routine, they developed a pattern in doing things and time management to help stay on track. Teaching Self-Regulation is monitoring their academic and behavior in the classroom. When I help them to plan and set goals it allows them to take ownership and to be responsible. Allowing them to make visuals like a consequence map that they will be able to analyze and recognize their triggers to adjust the necessary behaviors to get back on task. If children created their map with visuals before they become disruptive, they have a better chance to go back and reflect on it, in understanding what may have upset them. That way they can own their feeling and make decisions.
Upholding Professional and Ethical Standards
Promoting meaning and inclusive participation of individuals with exceptionalities CEC., (2015. p3). Including children in the daily classroom, jobs will teach him to focus on task longer to build his stimuli. These jobs can include him in passing out materials, sharpen pencils and or leading an activity. This will ensure they stay engaged. As well as providing them with more one on one time to complete assignments. Sharing solutions with others I will create either a PowerPoint or a chart that outlines ways to provide services to these students. Even though each child’s needs are different there must plenty of observations and research to find possible ways in reaching each child. The results that I gather with, my colleagues will be able to better assist these students. I would also set up conferences that involved the parents so that they are a voice for their child in the things that have work for them at home.
My Role in Exceptional Learning and Inclusion
The program field I currently work in is the Bachelor of Arts in Early Childhood Education. My role in the following deposition is to provide equitable learning opportunities for all students. I can help aid my three students with an IEP to accomplish their needs associated with their IEP. When working with my students I try to treat them with fairness and no signs of bias or prejudice. I recognize the student's unique prior knowledge, life experiences, and interests as part of the context of student learning. Creating an environment of cultural diversity is my goal as a teacher to teach students to learn about others around them. I will allow students to share and discuss where they are from and things they like to do for fun. When I select the materials for the lessons, I will make sure that it is cultural diversity so that everyone can be a part of the lesson. In any professional field, I feel that we should seek an opportunity to learn new skills from other people or peers. Models flexibility regarding the course content process comes from allowing other people to share their ideas with you. I try to make connections to previous reading experiences courses etc., to complete my job. If there is something within the course or within the classroom that I am struggling with I seek clarification and assistance as needed to better serve my students. I feel that collaborating with other professionals to improve the overall learning of students it’s one that I take pride in. I love to work with others to achieve a common goal which for example could be getting our VPK children to pass their assessments. It is good to share information and materials with others because we all learn from each other. We can make the workplace a better one if we are all working together. When I participate in yearly and monthly professional growth in-service training, I can continue to stay updated on the new guidelines to teach my students in developing an inclusive setting. It is also, important in maintaining standards of confidentiality regarding student information and communication. I do my best to respect others on and off the job in the presence of my students because I know they are watching. When I keep parents and student's records private, I create relationships with parents and others because they trust me.
Conclusion
In conclusion, as proven throughout my paper observations, activities and partnering with parents help exceptional learners to grow, learn, and develop as I work to accommodate them in a regular classroom. I must learn to reach children where they are in Early Childhood Education and extend their thought. In an inclusive environment is where students with and without disabilities are taught in the same setting classes. As I work hands-on with them in completing activities they will not feel left behind in lessons that I teach. It teaches children to cultivate empathy with their peers by including everyone, as well as compassion, and caring for each other. Communicating with families provides children with a shared purpose and targeted setting. Implementing the principles of UDL and evidence-based strategies may require a reevaluation of how I deliver such a lesson when students do not meet or master the goals and objectives. To evaluate my children properly, the tests must be age-appropriate for each child. A child with ADHD, ED, and or BD has a shorter period of attention than children of their age and must be guided continuously during interactions with peers. While the needs of each child are different, many findings and studies are needed to find ways to reach each child. As part of the students learning background, I consider the specific prior knowledge, life experiences, and interest of the students.
What does it mean to have exceptional learning and inclusion in a general classroom? When something is described as exceptional, it is considered quite different from the average. Students in special education may be described as exceptional. You may hear “exceptional children” or exceptional learners,” and these terms refer to students who require special services Powell, S.R., & Driver, M. K (2013). These services are made by law to assist children in getting their needs met. An inclusive environment is one that strives to help these types of children grow and learn in the same classroom as their peers while receiving the same lessons with modification. This is important in both my field of education and to me because I struggle growing up academically because didn’t receive the resources I needed. I see so many of our young children at a preschool age struggling and going down that same path. In this line of work, I tend to do my best to reach those students in getting them the help they need before it is too late. I believe that early childhood education that early intervention or observations will help these children succeed in a regular classroom setting. In this paper, you will learn about my philosophy of exceptional learners and inclusion. You will also, explore how my career path in Early Childhood Education is part of providing exceptional learners with the support they need to be successful.
Intended Career Path
Growing up I always dream of becoming a teacher. A teacher that could and would make a difference in the children’s lives I encounter. I was unsure of the age group I wanted to teach back in high school. It was not until I had my eldest daughter that I realize teaching younger children is what I wanted to do. It was then, I understood that I would teach them to move from one stage of growth to the next. This motivated me because I was also doing the same things that I would later teach other children to do. Like helping them with toileting, washing their hands, interacting with their peers, and building their vocabulary skills. When I see children engage in the activities, I know I am fulling my part as a teacher. I wanted to teach children in a preschool setting. My goal was to graduate from college, get a job working as a teacher first to get the hang of how a preschool classroom is operated. Then I plan to open a home daycare teaching three to five-year-old.
Professional Dispositions
My chosen professional deposition is a Bachelor of Arts in Early Childhood Education. As a result of obtaining this degree children will grow, learn, and develop from the things we teach them. As a teacher, I believe in providing opportunities or giving children choices to help them in decision making. This teaches them to develop independence of making their own choices. I also, believe children grow, learn, and develop, by their environment and the things they see and hear. By having them to interact with their peers this allows them to experience different cultural background. They get to grow and learn through modeling behaviors and positive reinforcement. In Early Childhood Education, I will learn to meet children where they are and expand on their thinking. In doing so children will soar to achieve at their highest ability. Then it has behooved me to do whatever it takes to make sure that I am doing my part as an educator on their behalf.
Definition of Inclusion
An Inclusive environment is where students with and without a disability will be taught in the same class setting. In addition to accommodations that will assist them in their learning. In an inclusive environment, I will work with these children hands-on to make sure that they are not left behind. Providing them with extra time or introducing them to the lesson a day before to help prepare them mentally to be involved in the lesson. In doing so, I will ensure that they fully understand by receiving feedback from them on their understanding of what will be taught. As we share and support each other's learning styles and ideas as we collaborate, we help to make the classroom successful. Some areas to consider when creating an atmosphere of mutual respect our classroom procedures, and classroom strategy Bucholz, J. L., & Sheffler, J. L. (2009). When I teach children about others, they learn to appreciate their surroundings and the people they encounter. An environment where they learn to get along without passing judgment on one another but helping each other to grow individually.
Current State of Inclusion
In creating an inclusive environment, I am working to make certain children are treated equally. The commission on emotional and learning disorders produced the CELDIC report 1970 which endorsed the integration of students with “exceptionalities” in general education system Pivik, J., McComas, J., & Laflamme, M. (2002). Regardless of their disability or circumstances. In the early 19th century many children with disabilities were treated so unfairly Powell, S. R., & Driver, M. K. (2013), so, they began to change the school system. The Individual with Disability Education Act (IDEA) is used to help those with a disability like autism, traumatic brain injury, deafness- blindness, speech or language, hearing impairments, and, etc., to all be included in learning in a regular class setting. By including everyone it teaches children to develop patience for their peers, as well as kindness, and, caring for one another. In today’s classroom children are learning to accept their peers for who they are because we teach, them that everyone has felt just like them. As I continue to work with younger children in today’s school system, I will continue to instill this in our children because the world will tell them differently if they do not hear it from those that love them.
Importance of Collaboration
When I collaborate with active listening to the critically reflective practitioner by having an equal level of respect for both the speaker as well as the receiver, we both can exchange ideas. Which we can then, empathize with each other in understanding one's thoughts and feelings. Collaborative teaming means asking open-ended questions to one another, to understand and or establish meaningful relationships between both parties. Communicating with families provides a common interest and goal setting for children. Families get to be a part of their child’s education as well as their success. Communication strategies are significant in helping collaborate through active listening and building relationship or trust. The parties honor their commitment and only promises what they can deliver. Including these things as we collaborate helps to ensure our level of comprehension to each other as we grow together to make a healthier environment for the children in our care.
Using Evidence-Based Strategies
I can use evidence-based strategies to identify concerns while working closely with the children. I can also use them for meeting every individual child’s needs. These strategies can help me to implement age-appropriate activities that will target or help the students meet goals. Working with preschool age 3 to 5 years old I would be mindful when implementing the principles of UDL in my work in ensuring that the material and information that I present is on their level or age appropriate. I would also ensure that I am first excited about the lesson with enthusiastic tones and demeanor to get them interested. Children love animation and when things come alive to them. Implementing these principals will also take reevaluating the ways I present certain lessons when students are not obtaining or mastering the objective and goals. It is important to use evident- based strategies because it has been validated by researchers as instructional techniques for children Powell, S. R., & Driver, M. K. (2013). Children will now receive the proper help they need. With proper training and observation for teachers in an inclusive environment, it will increase the chances of success for each child that goes through the process.
Using Assessments
One way to ensure that I include all students in the assessments, I would focus on the four factors that influence children’s learning profile which may include learning style, intelligence, performance, gender, and culture. In considering these factors I would do an observation and talk to the children more frequently. The second way to ensure that children are part of the assessment to change the way the classroom is set up to make learning opportunities available to all. In assessing children, I would review the guideline in making sure they are meeting them. If there is any type of differentiating, I would revise my approach in teaching them, so they are better prepared. To properly assess my children, the assessments must be age- appropriate for each child. In doing so, changes o adjustments must be made in these activities taught to students. Depending on the results of each assessment I would add to their understanding or find additional resources in helping them master that area. These assessments reflect the concepts and skills that I emphasize in class along with my clear criteria for judging student’s performance. These concepts and skills, and criteria align with the instructional activities and ideally with state or district standards Guskey, T.R., (2013). Many of my small group lessons will cover things like counting, identifying objects, phonic awareness, and real-life experiences to prepare students for these assessments.
Supporting Children
Despite the minor setbacks that these children may be experiencing I think that our children can adapt to any environment. A child with ADHD, ED, and or BD has a shorter attention span than children their age and must be constantly redirected during interactions with their peers. With the challenges, there is a lot of communication needed, and parent involvement is critical to ensure that each child succeeds. Working together alongside with these parents will help to identify their normal behaviors and triggers. Transitions can be through music or with the sound of a bell to get their attention. This will notify them that they should be finishing one activity and prepare to move to something else. I would either start two or three minutes earlier reminding students it’s cleanup time. It preps them to be ready to move on or to give them more time to clean up if needed. This also gets them familiar with the transitions for later in life as they move from preschool to elementary then to high school and hopefully college. Transition is a preparation that assists them in decision making and planning. So, at this age and with a child’s behavior, it is important that learn to have control and know what to do next. Classroom routines and cues will be used in setting up expectations for children to follow. Making clear and direct instructions help them to focus on the things they should be doing. Reinforcing what I expect from them rather than their behavior creates a positive environment. I would be consistent in the daily schedule so that they get familiar with what takes place next. As these children learn a routine, they developed a pattern in doing things and time management to help stay on track. Teaching Self-Regulation is monitoring their academic and behavior in the classroom. When I help them to plan and set goals it allows them to take ownership and to be responsible. Allowing them to make visuals like a consequence map that they will be able to analyze and recognize their triggers to adjust the necessary behaviors to get back on task. If children created their map with visuals before they become disruptive, they have a better chance to go back and reflect on it, in understanding what may have upset them. That way they can own their feeling and make decisions.
Upholding Professional and Ethical Standards
Promoting meaning and inclusive participation of individuals with exceptionalities CEC., (2015. p3). Including children in the daily classroom, jobs will teach him to focus on task longer to build his stimuli. These jobs can include him in passing out materials, sharpen pencils and or leading an activity. This will ensure they stay engaged. As well as providing them with more one on one time to complete assignments. Sharing solutions with others I will create either a PowerPoint or a chart that outlines ways to provide services to these students. Even though each child’s needs are different there must plenty of observations and research to find possible ways in reaching each child. The results that I gather with, my colleagues will be able to better assist these students. I would also set up conferences that involved the parents so that they are a voice for their child in the things that have work for them at home.
My Role in Exceptional Learning and Inclusion
The program field I currently work in is the Bachelor of Arts in Early Childhood Education. My role in the following deposition is to provide equitable learning opportunities for all students. I can help aid my three students with an IEP to accomplish their needs associated with their IEP. When working with my students I try to treat them with fairness and no signs of bias or prejudice. I recognize the student's unique prior knowledge, life experiences, and interests as part of the context of student learning. Creating an environment of cultural diversity is my goal as a teacher to teach students to learn about others around them. I will allow students to share and discuss where they are from and things they like to do for fun. When I select the materials for the lessons, I will make sure that it is cultural diversity so that everyone can be a part of the lesson. In any professional field, I feel that we should seek an opportunity to learn new skills from other people or peers. Models flexibility regarding the course content process comes from allowing other people to share their ideas with you. I try to make connections to previous reading experiences courses etc., to complete my job. If there is something within the course or within the classroom that I am struggling with I seek clarification and assistance as needed to better serve my students. I feel that collaborating with other professionals to improve the overall learning of students it’s one that I take pride in. I love to work with others to achieve a common goal which for example could be getting our VPK children to pass their assessments. It is good to share information and materials with others because we all learn from each other. We can make the workplace a better one if we are all working together. When I participate in yearly and monthly professional growth in-service training, I can continue to stay updated on the new guidelines to teach my students in developing an inclusive setting. It is also, important in maintaining standards of confidentiality regarding student information and communication. I do my best to respect others on and off the job in the presence of my students because I know they are watching. When I keep parents and student's records private, I create relationships with parents and others because they trust me.
Conclusion
In conclusion, as proven throughout my paper observations, activities and partnering with parents help exceptional learners to grow, learn, and develop as I work to accommodate them in a regular classroom. I must learn to reach children where they are in Early Childhood Education and extend their thought. In an inclusive environment is where students with and without disabilities are taught in the same setting classes. As I work hands-on with them in completing activities they will not feel left behind in lessons that I teach. It teaches children to cultivate empathy with their peers by including everyone, as well as compassion, and caring for each other. Communicating with families provides children with a shared purpose and targeted setting. Implementing the principles of UDL and evidence-based strategies may require a reevaluation of how I deliver such a lesson when students do not meet or master the goals and objectives. To evaluate my children properly, the tests must be age-appropriate for each child. A child with ADHD, ED, and or BD has a shorter period of attention than children of their age and must be guided continuously during interactions with peers. While the needs of each child are different, many findings and studies are needed to find ways to reach each child. As part of the students learning background, I consider the specific prior knowledge, life experiences, and interest of the students.
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