A Special Education Teaching Philosophy

Since I believe that this program of study is my calling and expresses my philosophy, I would like to convey my “why” for pursuing my master’s degree in this field. At TTU, I began studying engineering but left after three semesters. I came to the realization that neither I enjoyed it nor was this what God had in mind for me. I came to the decision about what I wanted to accomplish with my life at that time while assisting in my daughter’s first-grade class. My kid had an IEP since she was diagnosed with ADHD and has a seizure issue. I made the decision to return to school with a degree in education. I enrolled in my first SPED class as a result, and every time I wrote a paper, read a chapter from our textbook, or heard a parent of a kid with special needs share a personal experience, I felt a pull on my heart. While reading, writing, and listening, I often had to hold back tears since I couldn’t figure out why. I had had similar emotions before at church when the Holy Spirit would move inside me, but I was unable to connect the two until much later in life. When one of my professors approached me and said I missed my calling and she hoped I would rethink majoring in SPED, I assumed I was nearing the end of my time in college. I simply wanted to acquire my degree and go on with my life at that time since I was a single mom working and attending school. Let’s go forward 20 years. My one and only nephew was born to my lone sibling. As my daughter was now an adult, he was the source of all my happiness. He was silent, and we were aware that something didn’t seem quite right since he wasn’t developing at the same rate as other kids his age. He had three holes in his heart at birth, along with a few additional issues. He was diagnosed with 3Q29 Microdeletion at the age of 3, but nothing is known about it. All I wanted to do, and still want to do, was to keep him safe, to love him, and to provide for him a life that is as normal as possible. The administration and other special education teachers seemed to recognize during the ten years I taught middle school math that I worked best with students who had special needs and that these students responded to me in a way they hadn’t before, so that’s how they populated my classes, which made me happy. After ten years of teaching middle school math, I decided to take a year off and work as a SPED assistant. I completed three maternity breaks in special education after moving back to my hometown and looking for a job as a teacher. The first was a Pre-K classroom for children with autism, the second a K-2 resource, and the third the Independence Program. I pleaded with the instructor to prolong their departure each time so I could remain. I suddenly recognized that I was precisely where God intended me to be and that I knew what had to be done. I enrolled at TTU to pursue a master’s degree in special education, and I won’t turn back. I’m right where I need to be and want to be.

The purpose of special education is to satisfy the requirements of kids with disabilities so that they can acquire the same concepts and skills as regular students in the classroom. These students may have physical, emotional, or behavioral problems. I believe that every kid is exceptional, capable of learning, and has certain requirements that should be met by the school personnel and us as special education instructors in order to educate in the least restrictive setting possible. To realize their best potential, children should attend school in a setting where they may develop physically, cognitively, emotionally, and socially. I believe that in order for kids to succeed, their learning environment must also make them feel secure, loved, and respected. I’ve had the chance to deal with people who have special needs in a variety of contexts, including my own family with my nephew. I have personally seen how these children may overcome their impairment by finding ways to capitalize on their talents and discover novel methods of learning via accommodations and modifications in order to realize their full potential. As special educators, we must diversify our curriculum to accommodate the wide variety of learning styles that exist among pupils since no two are alike. I believe that by working in special education, we have been given the chance to assist these kids aspire to be the greatest versions of themselves and to educate them how to set and achieve objectives through a variety of teaching methods. Focusing on a student’s talents is crucial as we apply what we learn from this course of study since every kid learns differently. Each kid will be able to attain their full potential with the aid of accommodations for the many learning styles—visual, aural, kinesthetic, and tactile. The value of each child’s individuality is enormous in special education.

I have the chance to share my love of helping others and my enthusiasm for doing what I love by teaching special education. I want to spread love, kindness, compassion, and empathy with children who may not otherwise experience them since I believe these qualities are missing in the world. Building connections with my students, earning their trust, and letting them know they are liked and valued in my classroom have been some of my greatest skills as a teacher. When children have a strong foundation, they are not only ready to learn but eager to do so. I believe that as time goes on, the experiences I get in my classroom help me to develop personally. These pupils are teaching me as much as I am teaching them.