philosophy of inclusion paper fd

8/7/2019 Philosophy of Inclusion Paper FD

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Christine Engelbrecht LANGUAGE ARTS EDUCATION 1

My Philosophy of Inclusive EducationPoints

Possible

Self

Assessm

ent

Points

Awarded

Introduction (0-3 pts possible)

Briefly and clearly, states position on inclusion and outlines the mainpoints to be discussed.

3 3

Briefly and clearly states position on inclusion but excludes the mainpoints to be discussed. 2

Position lacks clarity or is missing. 0

Describe yourself

Area and grade level you will teach 1 1

Why you decided to enter the teaching profession 1 1Why you believe teaching is a valuable career 1 1

Describe some of your beliefs regarding education and teaching

How you define education 1 1

How you define teaching 1 1How do you view the role of school in society? 1 1

Describe your personal opinion about the purpose of special education asdescribed in IDEA.

1 1

Describe your position on the inclusion of students with disabilities the in general education

classroom and provide a rational for your position. (1-5 pts possible)

Clearly states position and includes 3 or more rationales (facts, statistics,examples, real-life experiences) that support the position.

5 5

States position and includes 2 rationales (facts, statistics, examples, real-

life experiences) that support the position.

3

States position and includes 1 rationale (facts, statistics, examples, real-life experiences). 1

Describe some of your beliefs regarding the role of education

How do you view your role as a teacher in the inclusion of students withdisabilities?

1 1

What is the student's role in his/her education? 1 1How do we assure that all students are prepared to assume that role? 1 1

Describe your future classroom

How will you design your curriculum, instruction and classroom

management to maximize the learning of the diverse population ofstudents in your future classroom?

1 1

What style of teaching will you use and why do you feel it is effective? 1 1

How might your personal characteristics and approach to teaching impactthe learning and development of your students?

1 1

How do you wish to be remembered by the students you teach? 1 1

Overall presentation and structure of the paper (0-8 pts possible)


2/8

Transitions

A variety of transitions are used and clearly show how ideas areconnected

2 2

Some transitions work well, but some connections between ideas arefuzzy.

1

The transitions between ideas are unclear OR nonexistent. 0Closing paragraphThe conclusion is strong and leaves the reader solidly understanding the

writer's position. Effective restatement of the position on inclusion

begins the closing paragraph.

2 2

The conclusion is recognizable. The author's position on inclusion is

restated within the first two sentences of the closing paragraph.

1

There is no conclusion - the paper just ends. 0

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the readerfrom the content.

2 2

Author makes 1-4 errors in grammar or spelling that distract the readerfrom the content. 1

Author makes more than 4 errors in grammar or spelling that distract the

reader from the content.

0

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation. 2 2

Author makes 1-4 errors in capitalization or punctuation. 1

Author makes more than 4 errors in capitalization and/or punctuation that

catch the reader's attention and interrupt the flow.

0

Total 30

Total points possible 30


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Philosophy of Inclusion

Christine Engelbrecht

The University of Oklahoma

Understanding and Accommodating Students with Exceptionalities

Ms. Penny L. Cantley & Ms. Karen S. Parker

June 30, 2009

Where ever possible and appropriate, people with disabilities should be included in the


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public school setting, preferably in the general education classroom with peers who do not have

disabilities. The inclusion of students with disabilities in general education classrooms raises the

social awareness of all students while providing social skills and interaction to students with

disabilities. While this level of inclusion in the general education classroom is valuable, it is also

very important that students with disabilities spend time receiving related services in special

education classrooms. This type of education is not considered full inclusion, but is important

to help the student receive the accommodations and modifications he or she is guaranteed by

law. I do not consider full inclusion to be beneficial to students with or without disabilities. I

believe full inclusion does not provide assistance to those students with disabilities effectively,

and hinders the learning of all students.

I am completing a bachelors degree in Language Arts Education and plan to teach in the

high school setting. The secondary grades that I desire to teach the most are tenth and twelfth

grade Language Arts. I would also like to teach a world mythology class, Shakespeare class, and

a film as literature class. I entered the teaching profession because as a teacher, I believe I would

be able to share my gifts and passion for literature most effectively with other people. As a

teacher, I may be able to inspire creativity in others and at the very least provide them with the

skills to succeed in writing and reading activities in the future. I can think of no other service as

valuable as an education, making teachers, tutors and professors necessary and important. These

careers truly give back to the community in preparing the future for success.

Education is a complex process, begging you to look further and more closely at the

world, to experience and immerse yourself in new and different things, to challenge yourself, to

build new, unique, and useful skills. Education makes a person, as some would say, a jack of all

trades. Teaching is enlightening and sharing, putting life, energy and creativity where there was


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needed to succeed in life. There were several students with disabilities in my public high school

that I saw in the hallways, but never interacted with, had classes with, or even knew their name. I

think my overall awareness and social skills would have benefited from a peer relationship with

students with disabilities. However, there are select scenarios where I believe inclusion is not in

everyones best interest. If a disability is so severe that the student must be accompanied by a

special education teacher at all times, can not comprehend the level of education of his or her

peers, or threatens the safety of other students and staff, I do not believe inclusion is the best

solution. It is unfortunate, but there are some disabilities that hold a student back, far behind his

or her peers in the education process, or prompt a student to become violent to those around him

or her. Students with disabilities this severe need more specialized attention and education in an

atmosphere that is specially designed for them, where everyones safety is ensured. Furthermore,

I do not believe full inclusion is the best policy. While it does guarantee interaction with students

without disabilities, I believe full inclusion does not provide students with disabilities with the

level of care and assistance they need to learn and succeed. I believe there are some times when

individualized education is more effective and appropriate, which would not be available in a full

inclusion school. In a general education classroom where a different literary device is covered

every day, the teacher might not have enough time to go around and make sure that everyone

understands before class has concluded, possibly leaving some students with Attention Deficit

Hyperactivity Disorder, intellectual disabilities, learning disabilities, hearing and vision

impairments, or motor and sensory impairments, behind. It is mandated by law that these

students receive an appropriate education, which may require a little more instruction than a

general education classroom can offer.

As a teacher, it is my job to do my best to accommodate and modify my class materials,


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texts, activities, and lectures to be sensitive to people with disabilities. While their individual

success relies on a group of people consisting of parents, counselors, special education teachers,

therapists and general education teachers, when they are in my classroom, it is my responsibility

to cater to their special needs and educate them the best that I can. The students role in his or her

education is to be patient with themselves and their team of supporters and educators, to give

their education a noble effort, and to always strive to do their best. Preparation for the role of a

student comes from a supportive home life and the encouragement of people around them who

are willing to advocate for their disability.

As a teacher, I will do my best to anticipate and accommodate the needs of special

education students in my classroom. I will be aware and cautious of the layout of my classroom,

allowing room and adequate entry for students with wheelchairs and walkers, and the proper

furniture for those with physical disabilities. I will try to be sensitive to students who have

trouble adapting to change and forewarn them about any changes to their learning space. I will

include activities in my lessons that keep students with attention deficit disorders interested and

are accessible to students with physical disabilities. I will be conscious of other races, languages

and cultures, trying not to alienate them, but include them in my classroom. I will try to make my

lectures as multimedia as possible, including sound files, large prints, and microphones where

ever possible. I will educate myself about different disabilities in an effort to identify them in my

students, aiding effective RTI. I will be available as often as possible in between classes and after

school to give undivided attention and assistance to any student. I will try to include a variety of

teaching styles in my classroom, reaching students on a number of levels. I will try to include

activities, lectures, and group work evenly to include a variety of experiences. I believe my

thorough approach to teaching will ensure the best education for my students. My good nature


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and kindness will aid me in sympathizing and accommodating students with disabilities,

ensuring they receive the proper care. My curriculum will break down their boxes and open their

minds to the possibilities and knowledge. I want to be remembered as a good teacher who did her

best to help her students and did her job thoroughly. I want the students to enjoy my class.

I believe that in most cases, inclusion is beneficial to everyone involved, affording those

with disabilities social skills needed to succeed in life and granting students without disabilities

awareness and patience. I do not believe full inclusion is the answer in all cases, depriving

students with disabilities of the related services they need to learn. I think inclusion in the

general education classroom is important for students with disabilities to foster self esteem and

relationships with other individuals.

philosophy of inclusion paper fd

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