Philosophy of Inclusive Education

Teachers must recognize that children grow and develop as unique individuals. As such, it is also important for educators to understand that students do not enter the classroom with equal knowledge and skill. As a teacher then, I am accountable for finding the means of making my course, including the material that is being explored, the assignments that are presented, and the feedback that is provided, informative as well as important to each individual student. While students are divided according to different course levels (applied versus academic or open versus mixed courses), it is also important to realize that there will be a difference between students’ knowledge and skills within the same course level. In light of this, educators must be able to make adjustments in their teaching strategies in order to enable all students to learn and to progress through the curriculum. Throughout my second practicum, I worked with a student who demonstrated symptoms of anxiety and depression, and her condition would deepen at the mention of having to orally present in front of her peers. Part of creating an inclusive classroom is by incorporating a range of appropriate assessments that will allow all students to demonstrate their knowledge and understanding of the course material. In order to provide this particular student with the proper learning supports that she needed, I offered her two options in lieu of orally presenting her assignment to the class: (1)she could present her assignment orally to me alone during lunch or after school, or (2)she could choose to complete a written version of her presentation. These kinds of assessment accommodations, along with instructional and environment accommodations, permit teachers to continue to support student learning in a diverse, inclusive environment through the principles and guidelines provided by Universal Design for Learning and Differentiated Instruction.

Inclusive classrooms continue to become more common throughout educational settings and teachers can no longer claim that students with special needs, or behavioural challenges, are not their responsibility. Every teacher, in each of their classes, will meet and be tasked with edifying students who have a variety of needs. As a teacher, I will do my utmost to ensure that every student is met with a welcoming and safe environment as they enter my classroom and that, once there, they have access to the proper accommodations they require in order to achieve their individual learning expectations. I will implement a range of instructional strategies, resources, learning tasks, and assessment tools in order to meet the different strengths, needs, levels of readiness, and learning styles or preferences of each student. In order to effectively address the increasingly diverse needs of all students assigned to my classroom however, I must also utilize my in-school team and other available resources. As an educator I am obligated to seek out the assistance and guidance of my in-school team so that I might make inquiries concerning the particular needs of a student, review a student’s previous educational records, or discuss a student’s performance in other courses. Individuals such as the school’s principal, learning support teachers, educational assistants, the head of special education or student services, other classroom teachers, parents or guardians, and learning resource teachers, are able to provide information that will aid me in preparing a classroom environment which nurtures growth and learning for all students. One of the guiding principles of Ottawa school boards regarding their plans for special education emphasizes the “value and importance of communication and consultation with the parents or guardians of children with special needs.” ("The OCDSB Model For Special Education." Programs @ the OCDSB: Special Education Report. Ottawa-Carleton District School Board, 2015. Web. 3 Mar. 2017.

"Special Education Report." Special Education and Student Services Department. Ottawa Catholic School Board, 2015. Web. 3 Mar. 2017.) Next to the student themselves, the student’s parents or guardians will know the child best. Maintaining proper communication with the parents and guardians of students will empower teachers to better assist and accommodate their students. If it is necessary, this cooperation between educators and parents or guardians also facilitates the revision and updating of a student’s individualized education plan. There are even occasions, where appropriate, when teachers will work with special education staff and parents, or guardians, to develop the individualized education plan for a student with special education needs.

Inclusion means that all students, including those with special needs, are able to fully participate in the life of the school community. Ottawa’s school boards note that “the approach to the provision of Special Education Programs and Services is based upon the principle of meeting students’ needs within the most enabling environment.” (Ibid) As we attempt to create an inclusive classroom setting that includes all learners it is important to remember that we are teaching whole children, we are not just teaching that student with autism, or that student with attention deficient hyperactivity disorder. There is a holistic approach to accommodating individual learning differences within the classroom. “A whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow by addressing students’ comprehensive needs” ("Whole Child." ASCD: Learn. Teach. Lead. N.p., 2017. Web. 3 Mar. 2017. <http://www.ascd.org/whole-child.aspx>.) and one of the ways of adhering to this is by incorporating differentiated instruction. In their classroom, an educator is able to differentiate:

1) the course content — what students are going to learn,

2) the process through which students will learn — the methods or activities that will be b implemented to help students learn the material, and

3) the product — the assignments following a learning period.

It is important as teachers to incorporate differentiated instruction that will not only support student learning but will also help students to demonstrate their learning. Allowing for modifications within the classroom may provide learners with the opportunities they require in order to reach their fullest potential so that they might then take their place as independently as possible within society.

As a new teacher I hope to continue developing the necessary skills and teaching strategies that will allow me to better work with, and assist, students with special needs. In order to do this it is important to maintain up-to-date knowledge of special education practices as well as the requirements for individual students. By following a process of assessing, supporting, monitoring, and reevaluating my students’ progress I will be able to more seamlessly provide them with the just right supports that will permit them to achieve academic success. Ongoing monitoring of student progress will enable me to make modifications where necessary and provide my students with the precise level of support they need.