Introduction
By putting an emphasis on each student’s unique needs and capabilities, the discipline of special education caters to a wide range of abilities and limitations. All children, regardless of their specific limitations, have the capacity to learn, according to the broad principle of special education. Public schools are moving away from segregating special education children into separate classes and toward integrating such students for at least a part of the day. In this way, special education must serve the purpose of inclusivity, while the educators must provide the students with educational and quality-of-life potential and maintain their knowledge and awareness with peer feedback.
Purpose of Education
Over time, people have difficulty selecting what students should know and do to fulfill their chosen personal objectives. Moreover, it might be challenging to determine how to pick candidates for admission to various educational programs and control their progress through a curriculum. While people, families, and communities respond to these concerns, the government facilitates in determining what kind of education is best for the general populace in order for them to survive and lead fulfilling lives (McLeod and Giardiello, 2019). Education usually aims to provide information and skills through the individualized growth of one’s physical, interpersonal, cognitive, and psychological capabilities (McLeod and Giardiello, 2019). In this way, the primary goal of education is to give people the chance to acquire the knowledge and skills they need to reach their full potential and contribute successfully to society.
Personal Vision
For decades, the American government has worked to integrate all children into their educational systems. This dedication has penetrated both the delivery of educational services and the methods used to assess how well educational institutions are doing to serve the requirements of all pupils. In my view, all children should find inclusivity in terms of education and should be helped in this endeavor, regardless of their disabilities or social backgrounds. In order to support such a vision, I aim to follow certain educational guidelines when developing, testing and implementing new programs. I must ensure that a test is appropriate for all pupils, including those in special education. Moreover, I seek to interact and plan with several assessment consortiums. All system components must be integrated and cohesive in order to establish an assessment system that is really inclusive (Brownell, 2018). The regular assessment should be organized to create a comprehensive evaluation method since some students are held to different standards.
Ethical Framework and Professional Practices
As for ethical frameworks and professional practices that will guide my professional practice, I closely examine ICSI.1.K2 and ICSI.6.S5, which seem to fully encompass the requirements. First, ICSI.1.K2 focuses on the comparative and distinctive characteristics of people with exceptionalities (Council for Exceptional Children, 2015). In this sense, as an educator, I must see not only the differences but similarities between students and concentrate on children’s strengths while helping with weaknesses. Second, I must show dedication to maximizing the educational and quality-of-life potential of people with disabilities, according to ICSI.6.S5 (Council for Exceptional Children, 2015). Thus, I must be efficient and productive in supporting children’s educational paths.
Resources
Then, it is noteworthy that culturally sensitive teachers work to improve their comprehension of how social indicators, including race, ethnicity, socioeconomic status, and language, affect the learning possibilities that students have. Learning settings that represent and embrace the diversity, perspectives and backgrounds of all students are facilitated through culturally sensitive teaching. In this way, teachers can first incorporate the preferences, personalities, life experiences, and viewpoints of the students into lesson plans and consider them as resources to deepen the understanding of cultural, ethnic, gender, and learning differences among their students (Gay, 2018). It is the kind of instruction that encourages children to feel like they belong in classrooms and other academic settings, increasing their engagement and success.
Learning Activities
Lastly, when it comes to activities that facilitate life-long learning, it is vital to rely on peer feedback and professional opportunities. In accordance with TASC 9(a), the teacher participates in organized opportunities for both individual and group professional development in order to reflect on, identify, and resolve areas that require improvement and to equip them to offer all students engrossing curricula and educational experiences (InTASC, 2013). Furthermore, according to TASC 9(g), the educator seeks and considers feedback from peers to assess how their activities affect students, peers, and community members (InTASC, 2013). Therefore, educators must focus on educational programs to reinforce learning and then seek feedback.
Conclusion
Hence, the goal of special education must be inclusivity, and teachers must offer children with disabilities the opportunity to succeed in both their academic and quality-of-life goals. Giving people the chance to gain the knowledge and skills they require is the fundamental objective of education. In my opinion, regardless of their impairments or social backgrounds, all children should find inclusion in terms of education and should be supported in this endeavor. ICSI.1.K2 and ICSI.6.S5 appear to fully fulfill the requirements as far as the ethical frameworks and professional practices that will direct my professional practice. However, there are resources that enable educators to keep a sense of cultural diversity, including student experiences, personalities, and opinions. Finally, educators must concentrate on instructional strategies that will reinforce learning before requesting feedback.
References
Brownell, M. T., Bettini, E., Pua, D., Peyton, D., & Benedict, A. E. (2018). Special Education Teacher Effectiveness in an Era of Reduced Federal Mandates and Increasing Teacher Shortages. In Handbook of leadership and administration for special education (pp. 333-352). Routledge.
Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Web.
InTASC. (2013). Model Core Teaching Standards and Learning Progressions for Teachers. Web.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
McLeod, N., & Giardiello, P. (2019). The purpose of education today. In Empowering Early Childhood Educators (pp. 11-35). Routledge.