Special Education 2 PoRTfolio InTRoducTIon
Educational Portfolio for Special education part 2
Welcome to my educational portfolio for spec ed part 2.
My goal is to use this portfolio to record my growth, enrich my learning experience and collect resources that will be useful for me.
Up to this point my understanding of Special Education in Ontario comes, solely, from special education part 1. During special education part 1, I developed a clear foundational understanding of special education: I learned about the overall structure, exceptional sub-types, the concepts of accommodation, modification and alternative programming, the development of the IEP and transition plan and examined important documents that outline the climate surrounding special education currently. However, I still feel that I lack the practical skills to be a special education teacher. I hope that during this course I am given the task to develop this weakness.
Prior to taking spec ed. part 1, I had never taught elementary in Canada ( I have taught in international schools abroad.) It is important to note that internationally, the prevailing attitude towards exceptional learners is to sweep the issue under the rug and do the best you can. During this time, I really was at a loss about how to help the exceptional students in my class. As I look back now, I think I did huge disservice to them; I didn't diagnose abilities, I rarely accommodated and I never modified or used alternative programming. I just excepted that their work would be of "lower quality" and marked them easier. I makes me sad to think of these errors, but as they say, "when you know better, you do better."
Even prior to my teaching experience, I had very little exposure to exceptional learners. When I was in school, inclusion was unheard of. Thus, growing up I knew very few people with exceptional needs. Further, during my time in teacher's college, I gave little thought to exceptional learners; it was not apart of the curriculum for my B.Ed. What a pity!
Because of special education part 1, my personal beliefs and understanding of the exceptional student needs have dramatically changed. I truly believe in inclusion and the beauty of Universal design. I also have developed a new mantra- Every child can succeed in their own way! This is not to say that we all have to be doctors or lawyers but rather, we all have a gift and valuable place in this world.
I look forward to this journey of deeper understanding into the world of special education!
My goal is to use this portfolio to record my growth, enrich my learning experience and collect resources that will be useful for me.
Up to this point my understanding of Special Education in Ontario comes, solely, from special education part 1. During special education part 1, I developed a clear foundational understanding of special education: I learned about the overall structure, exceptional sub-types, the concepts of accommodation, modification and alternative programming, the development of the IEP and transition plan and examined important documents that outline the climate surrounding special education currently. However, I still feel that I lack the practical skills to be a special education teacher. I hope that during this course I am given the task to develop this weakness.
Prior to taking spec ed. part 1, I had never taught elementary in Canada ( I have taught in international schools abroad.) It is important to note that internationally, the prevailing attitude towards exceptional learners is to sweep the issue under the rug and do the best you can. During this time, I really was at a loss about how to help the exceptional students in my class. As I look back now, I think I did huge disservice to them; I didn't diagnose abilities, I rarely accommodated and I never modified or used alternative programming. I just excepted that their work would be of "lower quality" and marked them easier. I makes me sad to think of these errors, but as they say, "when you know better, you do better."
Even prior to my teaching experience, I had very little exposure to exceptional learners. When I was in school, inclusion was unheard of. Thus, growing up I knew very few people with exceptional needs. Further, during my time in teacher's college, I gave little thought to exceptional learners; it was not apart of the curriculum for my B.Ed. What a pity!
Because of special education part 1, my personal beliefs and understanding of the exceptional student needs have dramatically changed. I truly believe in inclusion and the beauty of Universal design. I also have developed a new mantra- Every child can succeed in their own way! This is not to say that we all have to be doctors or lawyers but rather, we all have a gift and valuable place in this world.
I look forward to this journey of deeper understanding into the world of special education!
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