October 15, 2022

EDUCATIONAL PHILOSOPHY ABOUT SPECIAL

EDUCATION
The teacher candidate will develop a review of literature that provides
their educational philosophy as it relates to the foundation of effective
special education practices (e.g. laws, cultural understanding, and ethical
practices).

ANOTCHE, CLARISE B.
BSED ENGLISH-3B

Every child with special needs has a right to an educational program

that is suitable to his needs. Special education shares with regular
education basic responsibilities of the educational system to fulfill the
right of the child to develop his full potential. Children with disabilities:

 Should have the rights as normal children do

 Must not be isolated nor be looked down
 Must be treated as persons of dignity
 Needs should be provided

According to Firestone, Mary (2022), special education,

practitioners must carefully assess the needs of students and follow
ethical and legal guidelines. Wider sources of bias or prejudice can
especially affect special education students. This chapter describes legal
and ethical issues in special education as well as provides an overview
of its history, trends, and philosophy. The general philosophy of special
education is that all people have the ability to learn, regardless of their
particular disabilities. The trend in public education has shifted from
isolating special education students in separate classrooms to
mainstreaming them in the regular classroom for at least part of the
day.
 According to Council for Exceptional Children (2015), professional
special educators are guided by the CEC professional ethical principles,
practice standards, and professional policies in ways that respect the
diverse characteristics and needs of individuals with exceptionalities
and their families. They are committed to upholding and advancing the
following principles:

 Maintaining challenging expectations for individuals with

exceptionalities to develop the highest possible learning
outcomes and quality of life potential in ways that respect their
dignity, culture, language, and background.
 Maintaining a high level of professional competence and integrity
and exercising professional judgment to benefit individuals with
exceptionalities and their families.
 Promoting meaningful and inclusive participation of individuals
with exceptionalities in their schools and communities.
 Practicing collegially with others who are providing services to
individuals with exceptionalities.
 Developing relationships with families based on mutual respect
and actively involving families and individuals with
exceptionalities in educational decision making.
 Using evidence, instructional data, research, and professional
knowledge to inform practice.
 Protecting and supporting the physical and psychological safety
of individuals with exceptionalities.
 Neither engaging in nor tolerating any practice that harms
individuals with exceptionalities.
 Practicing within the professional ethics, standards, and policies
of CEC; upholding laws, regulations, and policies that influence
professional practice; and advocating improvements in the laws,
regulations, and policies.

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  Advocating for professional conditions and resources that will
improve learning outcomes of individuals with exceptionalities.
 Engaging in the improvement of the profession through active
participation in professional organizations.
 Participating in the growth and dissemination of professional
knowledge and skills.

MY SPECIAL EDUCATION PHILOSOPHY

 In my classroom, every student has the right to feel valued and
successful.
 Every student has the right to an education that gives them the
confidence to work on their weaknesses and the motivation to
use their strengths.
 Fairness that makes it possible for the student to learn in a way
that makes sense to him or her.

In any classroom, differentiation of instruction is essential, but it is

especially essential in a classroom with students with special needs.