Special Education Philosophy: Beliefs and Values

Benchmark – Philosophy of Special Education
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Benchmark – Philosophy of Special Education
Education has remained a significant right for all individuals in the United States. Many stakeholders have supported advancing the calls to ensure all children benefit from education. Advocates have also further enabled the United States to make significant steps in enforcing regulations promoting education, including by enacting an act in 2002 that emphasized the value of not leaving any children behind (Nichols & Brewington, 2020). The authors indicate that the rise of reforms sought to address the previously existing gaps that disadvantage many children, making it challenging for them to access primary education. As a result, some would receive substandard learning than their counterparts in wealthier or elite schools, while others would not access any education. The popularity of these educational reforms arises from the fact that stakeholders recognize education meets a strategic purpose of enabling learners to have equal opportunities of navigating challenging life experiences, irrespective of their backgrounds and learning capacities. Thus, education emerges as a fundamental element in contemporary society.
My vision of assisting students with special needs to meet their learning needs using standard-based instructions relies on understanding the benefits of availing appropriate opportunities for these learners to make significant accomplishments compared to their peers. Admiraal et al. (2021) indicate that educators have a central role in contributing to the learning needs of learners in diverse settings and with diversified needs. In this context, teachers must formulate learner-inclined visions to ensure that their professional practices align with the requirements of their learners, including those with special needs in populations. As a result, engaging these young minds in activities and presenting them with goals beyond their individually programmed approaches to aligning them with their peers in learning settings is a progressive approach to challenging the special needs students. Rather than confining them to aspects that they feel comfortable executing, pushing the learners enables them to navigate unchartered areas, unlock their potentials, and rediscover their capabilities. As a result, this vision reorganizes teaching students with special needs by introducing them to aspects within children’s expectations and tailoring learning to accommodate them.
Researchers have demonstrated that an educator draws significant influence from the existing professional standards and frameworks. In this case, Bon and Bigbee (2022) confirm that these tools determine the competence, skills, and ethical considerations they depict while instructing and disseminating learning to their students. The various professional practice standards and ethical frameworks will guide my professional practice in diverse ways. For instance, they will enable me to ensure that I maintain challenging expectations for all the learners while designing their learning to ensure that they benefit from the best learning ou...