Henry Brooks Adams said “a teacher affects eternity; he can never tell where his influence stops.” As a future educator I have taken a considerable amount of time to develop an educational philosophy that reflects my passion and ambition for teaching individuals with special needs. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas.
I understand that each of my classes have a unique community of learners that varies not only in abilities, but also in learning styles. I will pair differentiated instruction with research based interventions to provide individual education plans that supports my students’ strengths and weaknesses. To accomplish this goal, I will teach to the needs of each child so that all learners can feel capable and successful. I will center instruction about learning that is relevant to life. My role as the teacher is to give children the tools with which to cultivate their own gardens of knowledge.
While working with various children with special needs I have found that they have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the world. In consideration of this, I will never forget the worlds of Henry Brooks Adams, I control the ability to positively impact the students I have the privilege of working with by giving them the tools to become successful in life, to believe in themselves, and to love themselves.
CI Self-contained Special Education Classroom Oxford Community Schools
Handwriting without tears
Unique Learning System
Reading and Writers Workshop
Battle Creek Science
Resource Room Peach Plains, Grand Haven Area Public Schools Core Curriculum and Supplemental
Good Habits Great Readers
Phonics for Readers
Leveled Literacy Intervention
Categorical Cognitive Impairments classroom Zeeland East High School, Zeeland Public Schools
AUEN: Addressing Unique Educational Needs of Students with Disabilities
The focus of the Performance Expectations is on completing tasks and activities of daily living, enhancing the quality of life, and maximizing personal effectiveness.
1 Complete personal care, health, and fitness activities.
2 Complete domestic activities in personal living environments.
3 Manage personal work assignments.
4 Complete activities requiring transactions in the community.
5 Participate effectively in group situations
6 Respond effectively to unexpected events and potentially harmful situations.
7 Manage unstructured time
8 Proceed appropriately toward the fulfillment of personal desires.
Fifth and First Grade General Education ClassroomsDelta Kelly Elementary, Rochester Community Schools
Words their Way
Cafe in the classroom
Comprehension, Accuracy, Fluency, and Expanded Vocabulary
Battle Creek Science
Lucy Calkins- Reading and Writing Workshop
Holt Environmental Science
Students who receive special education services are required by law to be given a label due to their eligibility for the services. My philosophy is although this label can help myself as the teacher get a general idea of what the student may be like and intervention that work with similar students with that disability I recognize that I am not going to put a limit on that student. I understand they are an individual with strengths and weaknesses and should be treated as one. I believe that as the system of special education is set up with individualized education plans, it follows this line of thinking perfectly. I will respect them for who they are and understand that their disability is only one component of what defines them. That is my philosophy to teach and treat each student as an individual while focusing on their strengths and weaknesses within the realm of Gardner’s multiple intelligences and Glasser’s theory of 5 basic human needs, my goal is to help promote social, emotional and behavioral development along side academic gains.
Connecting my philosophy of education with my management plan I have found that Cline and Fay’s Love and Logic follow a very individualized system that focuses on growth as an individual at an emotional and social level as well as the traditional education level. I want my students to grow socially and one of the first rules of Love and Logic is that people learn from their own decisions. I also have a strong desire to treat all of my students with respect despite their disability. That is why I will teach them to take responsibility for their own actions in a structured environment that promotes positive growth.
GVSU START STatewide Autism Resources and Training Applied Behavioral Analysis training through Grand Haven Area Public Schools