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My education philosophy is being able to identify the appropriate approaches that meet the educational requirements for learners with special needs. The philosophy should enable me to assist the learners with unique abilities, struggles, and tribulations in their quest to reach their highest academic potential. The goals and purposes of education, for me as a special education instructor, are significant and unique in considering the motivational aspects that determine the learners’ expectations. It is essential to realize that through the goals that learners have varying potentials and needs in relation to their individual educational abilities (Armstrong, Henson, and Savage, 2008).
As a special educationist, I find the need to develop instructional methodologies that address the varying needs of the students. Additionally, a special needs instructor must assess and identify the needs that each individual learner possesses. The needs can vary and change during the learning process, as the subject matters become differentiated. Therefore, the instructor is expected to assess and identify the instructional methodology that will address the dynamic needs. As an instructor, I must prepare to address the dynamic needs of the students.
Learners with special needs are often characterized normatively and along with the potential achievement. Nevertheless, this should not deter the special needs instructor to base the characterization as to limit the educational content special needs learners receive. The instructor is to lift the learners to the highest academic levels that they can attain. This can be achieved by the setting of learning objectives that are specific to every learner. The instructor is to adopt multiple intelligence strategies that cater to all learners and help in building their motivational, engagement, and achievement levels (Armstrong, Henson, and Savage, 2008).
As the instructor, I should strive to enhance the learner’s achieve individual educational goals. The knowledge to be attained by the individuals will vary and depend on the individual grade goals, the learner’s achievement levels, as well as their individual objectives that are set in the Individualized Educational Plan (IEP). The curriculum goals and levels that the students are to attain are pegged on the achievement and aptitude levels.
The academic achievement must be accompanied by inspirational and motivational levels that contribute to the learners’ passions. Energies of both the instructor and the learner are to be aroused and sustained throughout. This is achieved through the creation of a conducive classroom and school environment that allows positive interaction. Positive interaction and willingness provide an active learning environment where both parties express enthusiasm and confidence. The employment of the alternative and constructivist pedagogy in the classroom also enhances the participation levels of students thus enabling active learning (Gutek, 2009).
Lastly, as an instructor, it is vital to develop a guiding role that will enhance the learner’s personal growth. The display of compassion and warmth creates the feeling among the students that they are loved and viewed as human beings. Mentoring ensures the instructor takes a bold step to initiate meaningful conversations where the learners are willing to share their learning experiences and ideas. Their input is useful in the development and adoption of learning methodologies that are creative and meet the learner’s individual needs. An instructor needs to exhibit confidence, flexibility, and positivity, as well as setting high expectations. Teaching and learning is a reciprocal process. Instructors should nurture and develop the individual learner’s talents and relate them to the desired individual objectives. Piaget, Maslow, and Vygotsky who advocated for the instructional methodologies based on the individual learner’s needs echo these methodologies and approaches.
Armstrong, D. G., Henson, K. T., & Savage, T. V. (2008). Teaching Today: An Introduction to Education. (8th edn.). Upper Saddle River: Pearson.
Gutek, G. L. (2009). New Perspectives on Philosophy and Education. Upper Saddle River: Pearson Education.