Special Education Reflection

My philosophy with Special Education is very simple in a complex world

of Individualized Education Plans, data collection, goal writing, collaboration,
understanding how students learn, appropriate supplementary aides and
services, in addition to, providing appropriate assistive technology. The realm
of Special Education goes beyond the few mentioned items previously
outlined.
Special Education teachers are the advocates for their students in a
world of pacing guides and standardized testing. Every student learns
differently. There are many instances where I struggle with the label of
Special Education. I also have difficulties with the need for developing
Individualized Education Plans for students. I believe that it should be best
teaching practices to provide all students with the necessary resources
needed to be successful. Unfortunately this is not the case. However, it is
fortunate for students labeled with disabilities to be legally protected and will
receive the resources they need to successful and to access the same
education as their peers.
In order to be an effective Special Education Teacher, it is important for
me to understand the standards that identify an effective teacher. The
Wisconsin Teaching Standards are not a new concept for me. I am a licensed
teacher and I am familiar with the standards I need to meet or reflect within

my practices. However, it is still important for me to reflect on my practices

and to make sure that I am indeed meeting the standards. It is vital that I
understand how students learn, how to use a variety of different instructional
approaches, to collaborate, and communicate, etc. Education is always
changing and I need to make sure that I am up to date on the current
educational findings.
A new concept for me include the Council for Exceptional Children
Standards. Having an understanding of the standards is extremely important
for me. I want to be more than an effective Special education teacher. I need
to know the foundations of how students learn. I especially need to
understand the different characteristics of the diverse learners and the
characteristics of their disabilities. It is also important for me identify my
students individual needs as learners. Aside from the three identified
standards I have summarized, I do not think there is a lot difference between
the CEC Standards and Wisconsin Teaching Standards.
I do not think students with disabilities should be treated any
differently than their peers. I work with students that are in successful
inclusive environments. I think both standards are excellent foundations for
best teaching practices. My philosophy has not changed since I graduated
with my initial teaching licensure. However, Alverno has made me stretch my
thinking and to be more of a reflective practitioner.

The Alverno Graduate Abilities have guided me to stretch my thinking.

As I am on the job and teaching special education I find myself always
conceptualizing. I am constantly thinking of the frameworks and the
foundations of education. It helps me to scaffold my thoughts and processes.
I also find myself applying the other four graduate abilities on a close to daily
basis. For example, observations for diagnosis, coordination a constant use
of coordinating resources, communication and my approaches towards
communication and how it is received or expressed. I also reflect on the
integrative interaction and knowing my professional responsibilities when
being a special education teacher.
I strongly believe that I have grown in the sense that I have a selfawareness of the standards and graduate abilities. I have a strong
understanding of the diverse learners and meeting their needs. When I first
began at Alverno College I had limited understanding of diverse learners
and the instructional approaches. I can confidently demonstrate how to
instructionally approach students varying needs and identifying the other
demands their disability may have.