Defining Special Education
Education holds enormous influence in the setting of mission, the initiation of fostering seeds of knowledge and coaxing their growth. Defining purpose of anything can be complicated and convoluted unless there is a clear and succinct process of stating what the desired outcome is. The point of fruition is a focus of any action, especially so in the arena of education. Special education takes the same intent to foster and combines it with an orchestrated set of events for assisting students with disabilities toward an obtainable goal where they might be able to achieve equality and greatness in pursuit of a dream.
To educate is to engage in an effort of gathering, processing and aligning knowledge. It is a continuum of action, both on the part of the educator and of the student. This relationship between student and educator is not exclusive. The educator should be as open to learning and self-evaluation as that of the student. Special education opens the door of equality for education to all students, no matter their learning styles or disability. This was largely ushered in by the Individuals with Disabilities Education Act (IDEA) which “sets out the guidelines for the various services needed to help students with special needs” (Taylor, 2009, p.2). In reality, special education is education, but it exists in a format to recognize the differences in learning styles, to identify the possible problem areas of disability and learning, and to give the right to every student to pursue each and every interest that they may have by starting with an equal (and nondiscriminatory) public education.
Knowledge of Self
In order to purposefully approach the subject of learning, a student of any measure must appreciate that they are capable and with capacitance to learn the self. Knowing who we are and our potential in this life is of grave importance to the overall aspect of knowledge. Students are ever-present within life. No matter the age, or degree of temperament, a student is that of effort toward the gathering, processing and evaluation of knowledge in all its many forms. Application of that knowledge to our selves is to become the process of learning and thus, a student is created.
“True education cultivates the person – mind, body and spirit – by bringing us closer to fulfilling our purpose for being” (Farrakhan, 2007). Cultivation: the gradual bringing of growth by tending to all elements– that is the mainstay of enabling education. On the part of the student and the efforts of the educator, maturation occurs – and not only in the aspect of reciting language or facts. Learning, even of self, is the living of principles that assist in the creation of character. Education is an act, and currently, special education is a “specially designed program meant to help students with disabilities access the same education as their non-disabled peers” (Taylor, 2009, p.3). It is not necessarily a clear and concise presentation of tiered placement that allows for a fair assessment of receipted knowledge. To inquire as to what a person has learned, in its very definition, we are limited by the language that is applied to that scope of being.
Respect
Every human being no matter age, sex or status, is deserving of respect. The respect that we pay to others and ourselves is depicted in the correlating effort that we will afford to others with what we feel they are capable of achieving. Basic respect is at the heart of learning; in offering knowledge to be learned and of receiving it. The language of knowledge is building blocks of experience as life has handed to that person up to the point that they’re receptive to new learning. If, in past experience, the element of respect has been lacking, receptivity is dulled to the experience of knowledge. With many classrooms that involve special education, there may be an unfortunate history of students having had to experience a lack (or void) of respect. Modern education practices are seeking to reverse that experience and build upon creating an equal platform for all students to engage in a quality public education. Comprehension of self extends outwardly to the gathering of knowledge on other cultures, tendencies and the processing of information. With classrooms that are as diverse as the ‘melting-pot’ culture that they exist within, duality of respect (for self and others) is all the more necessary for an open and receptive mind. The mind, as it would be – is malleable, transient to some degree (in the aspect that the mind accepts knowledge “affecting something or producing results beyond itself”) (Merriam-Webster, 2009).
To Learn
Upon recognition of subject knowledge, education assumes the role of active variable; of the action. Its purpose is initiated. The purpose of education is to evoke response. Response is via cognition, which is presented as written queue, or spoken word as would be in discussion/ conversation…and subsequently, in the mode of behavior that is exhibited at the possession of such knowledge. Methods of education are each attempts at presenting data so that it might be received by the student. This ebb and flow of presenting and receiving / processing information contains a rhythm - the rhythm of education. School facilities are the breeding grounds for creating the harmony of learning between the self and the language of creating true character. Places of acquisition, schools embody the design of enriching the mind and of mastering the self. It is from the master of self that all else flows. “Mastery of self is the key to mastery of all disciplines because in some way, every discipline is present within ourselves” (Farrakhan, 2007).
Learning Theories
Learning theories attribute the knowledge and speculation to a particular course of events as they suggest interplay between learning and teaching. No one theory is able to address and compensate for the complexity of learning, though as a collective whole, the learning theories present indications on how knowledge is acquired, processed, retained, reflected upon and reiterated (Walden University, 2009).
Progressivism
The essentials of progressivism resonate with my ideals within education. The central role of the learner in this educational philosophy emphasizes the importance of that individual’s experiences and the degree to which those experiences are promoting or halting individual growth and learning. The element of personal “truth” is what resonates with me through the progressivism perspective.
John Dewey’s contribution to the educational scene with the progressive movement was an ingredient that assisted with understanding “what reason and logic must come to mean in a civilized society” (Wiles, 2009). This approach called for the tailoring of curriculum and an educator’s presentation of material to “facilitate the development of the individual” (Wiles, 2009). Intellect and ethics are what substantiates an individual’s role in society and to achieve that comprehension of self as it relates to society, the educational faculty should circumnavigate around that individual.
Cognitivism (and Social Learning)
Cognitivism focuses on the “inner” mental activities and is a response to behavioralism theories. The focus of cognitivism is on the processes of “thinking, memory, knowing and problem-solving” where rationalizing is an additional ingredient to active participation in the learning, process (Learning Theories Knowledgebase, 2010, Cognitivism). This theory implicates that actions are a direct result of thinking and that “changes in behavior are an indication of what is occurring in the learner’s head” (p. 2).
The social learning theory is a descendent of both cognitive and behavioralist approaches and promotes “attention, memory and motivation” as effectors for learning via observing “others’ behavior, attitudes, and outcomes of those behaviors” (Learning Theories Knowledgebase, 2010, Social Learning Theory). The theory proposes that observed stimuli from all social situations is coded in our memory and allows us a mental structure for exhibiting actions, reactions and paralleled responses to situations relational to situations and behaviors we’ve witnessed in the past by others. It is largely dependent on using a “what works” categorization and much of the social stimuli may be processed subconsciously.
Experiential Learning Theory
The experiential learning theory involves a pattern of processes, which occur sequentially and in cyclic motion. David Kolb, who originated this theory, provides a “model learning program” which examples behavior and learning styles “not as fixed personality traits, but relatively stable patterns of behavior that are based on background and experiences” (Clark, 2008). The four-stage cycle includes concrete experience (CE), reflective-observation (RO), abstract conceptualization (AC) and active –experimentation (AE). CE enables the action of actively participating in and experiencing some activity, which transitions naturally to RO, where reflection of that experience occurs. The third stage of abstract conceptualization (AC) suggests that the “learner attempts to conceptualize a theory or model of what is observed” and then through AE, “plans how to test that model or theory” (Learning Theories Knowledgebase, 2010, Experiential Learning).
Developmental Stages and Learning Domains
Progressivism as an applied theory, stresses “learner thinking and involvement” in order to promote intellectual growth of the individual and problem-solving (Kauchak & Eggen, 2008, p. 199). Applications of the progressive learning theory embrace the student as a quantifying arbitrator for change. Timing of the learning process by progressivism is met with an outgrowth of the social-emotional, moral, cognitive and physical domains in order to respond effectively with ones environment. All facets of growth are acknowledged as existing and occurring simultaneously, and are strengthened by providing the student with the tools necessary for functioning “in the real world and engaging problem-solving” mechanics in order to guide discovery and growth (p. 201).
Cognitive theories of learning gave shift to perceptions for the educator and the student concerning what levels of attentiveness cognitive theories could propel in the learning-process. “Cognitive learning theories explain learning by focusing on changes in the ways people think that result from their efforts to make sense of the world” (Kauchak & Eggen, 2008, p. 376). The emphasis that cognitivism demands of the learner, to actively construct their knowledge base is a gradual process that uses the energies of all domains in order to perpetuate learning. Practice and feedback are energy lines that assist with the building of knowledge, and are fostered by the educator. This becomes the primary role of the educator – to stress the importance of the cycle of learning, and to engage students in their own role of building knowledge.
Experiential learning theories are an extension of the social –learning theory and the leading, cognitive theories. Each attend in slightly different ways to the learning process, though they all are rooted in building bases of information as gathered by the senses and from environmental stimuli. Making sense of our environments occurs naturally and when education is built on the premise of promoting inquiry and fostering independence as a learner, we educate both the student and self.
Principles of Learning Theories
Theories of intelligence are paralleled with the principles of learning, as each present fractions of the process which collectively, make a whole learner. The acquisition of knowledge, presentation of skill and development of traits are assumed roles of the learner when employing principles of learning.
Our Responses and Behaviors are Learned
As a living, breathing being, we are prone learners. By nature, we cross-compare what we experience against what we already know and this cyclic preponderance enables our navigation through the world. Behaving and responding act as enablers toward and because of each other. This delivers as an ebb-and-flow entity to the course of acquiring knowledge (Psych.umb, 2005).
Maximizing Pleasure; Avoiding Pain
Similar to how our instinctual responses allow us to “maximize pleasure and minimize pain” (Psych.umb, 2005) “learners construct knowledge in an attempt to make sense of their experiences” (Kauchak & Eggen, 2008, p. 378). If it works, it is cognitively ‘digested’ and stored, if it harbors pain or does not assist, it will most-likely be released from the trait development of the learner.
Learning through Association and Consequence
A third principle of learning is association. “Social-interaction helps students create and refine new ideas” (Kauchak & Eggen, 2008, pp.378-79), through every experience that is encountered. Experience presents the learner with immeasurable data; data that proportionally becomes knowledge. This knowledge for the learner is rationalized into what effort is allows for – either association (it’s related to something else), or consequence (the action that presented that knowledge held accountability measures).
Teaching and Learning: How They’re Affected
Being an educator and being professional is a multi-faceted role which delves into the core of what it means to be honest with our origins, welcoming to our growth and willing to stand corrected as we lead and example outwardly. The special educator’s role in teaching also includes the role of advocate, to stay informed of professional practices, ethics and standards and to raise the bar on “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” (CEC, n.d., p.2).
Ethics
Ethics, as it relates to the individual and realm of philosophy, “defines what is good for the individual and for society and establishes the nature of duties that people owe themselves and one another (Cornell University Law School, 2009). This study is the seeps of morality and of how our ethical comprehension and subsequent application to behavior limits actions and out delineation of right and wrong. This is a large social context to the acceptance of stimuli within our environments, based upon the precipice of normality. And often times, ethical codes of conduct are derived by governing bodies in an effort to motivate behavior toward a statute of acceptance. This can (and often is) a multi-leveled definition dependent upon what legislation has been enacted and under whose guise we exist in a professional and human capacity. Moral assessments are life-lines to ethical behavior and as argues by the 18th Century German philosopher Immanuel Kant, we should resist the sway that emotional-connectivity brings to how we conduct ourselves. “Instead, true moral action is motivated only by reason when it is free from emotions and desires” (Fieser, 2009, p.2). The philosophical reasoning behind action serves to suggest that moral and ethical decision-making “involves giving the best reasons in support of one course of action” (p.2).
New York State
New York state general and special educators alike, exert behavior as it encompasses the six principles which make up the professional code of conduct. The first of these six principles inspires the educator to “nurture the intellectual, physical, emotional, social and civic potential of each student” (NYS Dept. of Ed., 2009, p.1). Creation, support, commitment, and maintenance are highly valued adjectives that pave the road for New York State educators. This is creation and support of the learning environment – of commitment to offering challenge to self (for constant improvement) and to the student and at all times “displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning” (p.2).
National
“The educator accepts the responsibility to adhere to the highest ethical standards” (NEA, 2009, p.1). This principle supersedes while being a template for all other actions. It occurs at the national level and should be reflected at each district level throughout. Any code of ethics “indicates the aspiration of all (endeavors) and provides standards by which to judge conduct” (p.2). At the national level, the commitment to the student – of promoting education, learning, awareness, respect, etc. – and commitment to the profession – of maintaining confidentiality, anonymity, high-standards of achievement, are of the greatest concern of and for the educator. Commitment to ethics is ultimately what predisposes every action to high standards of conduct.
Challenges
The facets of the education portal are strongly rooted in all areas of curiosity and enthusiasm for learning. National, state and district levels encompass the meaning behind curiosity as it is a continuous inquiry upon life. Elements of teaching in life are broad, but they are related in some aspect back to what information bombards our being by living the essential life. What it means to be quizzical and to evaluate the impact of information on our daily routines, and even what it means to have a routine. At some point, we question what we are doing and why we behave in the manner that we do. That inquiry is the curiosity of learning and consequently, what drives us toward achieving new and greater heights.
For the special educator, the curiosity to learn for the student predisposes that educator to a number of challenges. Because “special educators traditionally work with students from several grade levels at once,” the demand of an educators’ time is greater as are the needs to give thorough documentation to student goals, daily behavior, facilitating meetings, understanding the roots of students’ behaviors and implementing curriculum that will engage the student, each day can present a number of difficult challenges. These demands often lead to a degree of isolation of the special educator from their colleagues and peers and also prevent some of the more social allowances – both of which can be difficult.(Richford, 2010). Any person included in the classroom holds the power to draw from the situation, the information that they will then apply to their own lives and in the interest of preserving scruples, the educator must always present themselves in a manner that is consistent with the belief of ‘do no harm’.
The Core of the Educator
The National Board for Professional Teaching Standards suggests that there are five core studies and abilities of the educator. They are inclusive of a teacher’s ability to: “remain committed to students and their own learning, know the subjects and how to teach those subjects, be responsible for managing and monitoring student learning, think systematically about their practice and learn from experience, and be members of learning communities” (NBPTS, n.d., pp. 1-2). The special educator must also learn to navigate his or her demands with the daily limits of time-constraints, expectations from parents and family members and the limitations of the laws that govern behavior (Richford, 2010). The essence of inspiration is through commitment: to education, principles, ethical codes-of-conduct and the betterment of self.
Themes of Professional Behavior and Dispositions
“Teacher quality includes the areas of content knowledge, pedagogical skills, and dispositions” (Schulte, et. al., n.d., p.1). Dispositions, reflect more of a “habit of mind” concerning the origin of behavior, than that of an involuntary action – and are based upon the host person’s ability to be consciously aware and volunteering toward making an intentional choice of action at the benefit of the students being led (p. 2). The educator’s professional dispositions encompass: “a caring attitude, sensitivity to student differences, democratic values and commitment to teaching - as well as, values, commitments or ethics that are internally held and externally exhibited” (p.2).
Care, compassion and respect are at the heart of all efforts toward education - both in the respect that we are continuously learning as educators and continuously teaching others, as educators. The respect of self and toward all others is the element from whence all perpetuating action flows. Ethical and moral compasses are routed back to the element of respect. Teacher dispositions and student acceptance of learning tools are additionally, routed back to the element of respect. Reflecting on the actions that we bestow and the cause for action / reaction within education is the driving force behind our contemplation. Even with a high level of challenges for the special educator, the work involved with making a difference for children with disabilities is measurable and obvious, and when learning takes place regardless of what may have at one time, been considered a limitation to education, the rewards of those situations make the challenges small in comparison.
Traits, Qualities and Professional Dispositions
Meeting the needs of the student body is often of the most-difficult positioning for the educator, and becomes even more elaborate when the population of students is so vast. The Council for Exceptional Children (CEC) defines special educators as parties “providing specially designed instruction to individuals with disabilities” which allows for the adaptation of materials into a curriculum that matches students’ needs with learning goals (CEC, 2009, p.2). The educator can allow students the opportunity to share their experiences, backgrounds, perspectives and elements that make them unique, while offering reassurance to the body of the class, ensuring that students are constantly promoted to speak freely and democratically.
Another educator intention should be that of promoting multicultural and cross-cultural awareness. Culture, as it would be, is relative to backgrounds, religion, learning styles, and even socioeconomic status – all of which assist in creating a base of knowledge for each student. In likeness, identifying patterns of unity among student populations is important to transcend the taboo of what keeps them separate. Both cognitivism and progressivism promote the elements of learner-thinking and involvement - of accepting the responsive stimuli from social situations and interpreting that data as a propellant for knowledge (Cuseo, n.d.).
Principles of Teaching
Diversity encompasses the breadth of humanity in all regions that it exists. The characteristics of diversity influence “intersections of gender, cultural heritage(s), socio-economic background and talent” which necessitates an educator to teach in a responsive manner, rather than a directive manner (Alton-Lee, 2003, p.5). Embedded within the progressive and cognitive theories of learning, are the principles for teaching. These principles allow the educator to focus on their approach and reflection of modes of communication that occur within the classroom and education environment.
Student Achievement
Focusing standards of teaching on student achievement (including social outcomes) and “facilitating the learning of diverse students and raising achievement for all learners” encapsulates the educator’s movement (Alton-Lee, 2003, p. 6). In addition, setting the standards high for achievement among students enables the educator to implement pedagogical practices. This, with pedagogy as a tool, “creates an environment that works as a learning community” rather than a sub-divided body (p. 6). Synchronicity facilitates knowledge (in the form of stimuli, social interactions, behavioral observation, etc.) to the student and allows the educational environment to respond in kind, as a tool for cohesive achievement.
Linking
The educator is presented with diversity at each moment of each day; just as students are. In order to effectively assist in creating a cohesive environment, efforts should be made to link cultural content to the extending social contexts that exist. This effort is completed by making transparent, the relevance of social situations, and the cultural practices – of embracing the differences and utilizing them as tools for learning. “Ways of taking meaning from text, discourse, numbers or experiences are made explicit” as a means to teach experientialism at its grandeur, or to induce learning through perception and cognition (Alton-Lee, 2003)
Guiding Curriculum
Allowing students to effect personal choice and decision-making in the curriculum they learn from, will further the extensions of diversity to include the collaborative method. This can be accomplished by allowing students to have more choice in out-of-class assignments, providing optional reading assignments and “soliciting student preferences for course content and course goals via course-topic menus or learning-needs assessments” (Cuseo, n.d., p.12). Student involvement is highly effective in the manner that it allows the student more of a voice in the self-learner process and essentially, perpetuates the desire to acquire knowledge by taking a direct interest in the process of learning.
Diversity essentially calls for the educator to diversify. Not only through methods of teaching, but also by varying the methods that are used to assess learning. For the special educator, diversifying teaching strategies may demand an even wider array of tools to engage the student with disabilities and keep their focus goal-oriented in accordance with their IEP. Allowing for a variety of assessment values, such as group projects, visual presentations or individually-constructed models, promotes collaboration, self-learning and offers and allowance for the individual learning style of the student. “One potential benefit of allowing students to choose how they demonstrate their learning is that the variety of options exercise may be a powerful way to promote student awareness of the diversity of human learning styles” (Cuseo, n.d., p.14).
Learning and teaching become nearly interchangeable if offered an environment where they can exist collectively. They are both elements of the processing of information and of displaying the garnered knowledge of that information. Learning and teaching both encapsulate communication – between the individual, cognitive realm of assessing and weighing stimuli against the known – and of the collective social interaction that exists with teaching, by display of behavior, and of learning by positing oneself to the gradual progression of knowledge. The special educator exists at the helm - leading and interpreting, organizing and advocating for the wishes and equality of all students to achieve their greatest potential in a classroom that will ultimately lead them to be independent and democratic adults.
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