SPECIAL EDUCATION - PHILOSOPHY
My Special Education Philosophy
S. Bruce Butrym
Grand Canyon University: SPE 529N
January 26TH, 2012
My Special Education Philosophy
Philosophy…Webster defines that thought as, “a discipline comprising as a core logic, aesthetics, ethics, metaphysics, and epistemology.”
With all due respect to Mr. Webster, combining the aforementioned subjects within a philosophical statement for one’s purpose in life may be the correct approach for ivy leagued institutions, but for an individual striving to reach high school age ...view middle of the document...
Beginning with the self-contained area of instruction:
- That every student has the ability to learn.
- In addition, the student deserves every opportunity to seek a quality education; with all the resources available to make that learning possible.
- To recognize that every student is different and has a preferred pace and style to their learning.
- Those instructors should make every effort to adapt the learning environment to meet those unique styles of learning presented by their students.
- That each student deserves the very best from their instructors.
Moving to the inclusive area of instruction:
- Take the students as blank slates; no pre-conceived notions of the students educational abilities.
- Students would be treated as any other student in class, with minor accommodations developed as needed.
The asst. principal completed the interviews with the following thoughts:
- To believe students just want to be a part of school; to be treated as normal, and equal, as any other student, disabled or not.
- That every child is teachable.
- Goal is to create as level a playing field as possible, for all students.
- To always be willing to meet the needs of every student.
Combining elements of a personal nature, which revolved around all three entities…self-contained, inclusive, and the administrative level (asst. principal), the following was gleamed from the interviews:
- Compassion/caring attitude; honest and open in their approach to each student.
- Displayed a passion for reaching those students, whether in a self-contained classroom, or an inclusive classroom.
- Were all willing to go to great lengths to reach a particular student.
- Consistency and a strong commitment to ride out the bumps and detours to maintain their plan of action for a student’s future.
- Finally, to further display the patience, stubbornness, and adaptability in all types of “weather” (stormy, sunshine), in terms of student behavior, to stay the course of each days lesson plans.
Looking back on the core elements of the philosophy umbrella; the elements of Logic, Epistemology, and Ethics though important to the overall theme of a statement of an organizations makeup, did not fit my makeup, for the following reasons.
Logic, though very true to exactness, and technical pursuits, did not mesh well with the inexactness; as basic a student as one could imagine; and behavior that would amaze the most seasoned of instructors.
Along with that theme of inexactness, the element of Epistemology was pursued, to see if that direction was suitable.
Reviewing the components necessary for success: speed of learning; stability of knowledge; understanding the structure, the concepts; and the ability to learn, if not initially there, to at least be able to eventually learn, were areas of great concern. That concern came in the forms of an inexact speed for learning; instability in acquiring the necessary knowledge, yet alone retaining that...