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Running head: SAMPLE PHILOSOPHY 1

Created in 2016 .

Sample Philosophy of Exceptional Learning and Inclusion

Student Name

ECD 310: Exceptional Learning and Inclusion

Instructor's Name

Date

Include a title page formatted in APA style.

SAMPLE PHILOSOPHY 2

Created in 2016

Sample Philosophy of Exceptional Learning and Inclusion

To be effective, educators and other professionals must work hard to create an inclusive

learning environment to support all children. According to Peters (2003), “the fundamental

principle of inclusive education is that all students should have the opportunity to learn together”

(p. 1). Research has shown that all learners, even those without disabilities, can benefit

academically and socially from an inclusive classroom (McMillan, 2008). Because of this

evidence, all educators, including myself, must make the creation of an inclusive learning

environment a top priority. While it may take extra preparation to develop an inclusive learning

environment, it will be worth it. All children can reach their full potential if they are in a learning

environment where they feel supported and included.

Intended Career Path

After graduation, I intend to pursue a full-time position within a local child care center

and preschool. I would prefer to work with the preschool population, as I enjoy that age of

development and believe I could play a key role in a child’s later academic success. Researchers

have found that educators who can increase engagement in young learners can increase reading

achievement (Ponitz, Rimm-Kaufman, Grimm, & Curby, 2009) and get children excited and

motivated about learning (Willis, 2007). Because foundational skills and an interest in learning

are important for future academic success, I believe I could make a lasting impact on the future

of each child by focusing my career on this age group.

Professional Dispositions

As an early childhood professional, I value fairness, self-reflection, and flexibility. These

three values will impact my work with children and families. Because I value fairness, I believe

in treating all children equally, by respecting and celebrating individual differences. Ethically, I

Introduce

your

reader to

the topic

of

inclusion.

Discuss

your

professional

dispositions

and how

they

influence

your beliefs

about

teaching

and

learning.

Share

some

reasons

for your

choice.

Discuss the specific type of position you

would like to have.

SAMPLE PHILOSOPHY 3

Created in 2016

must treat all learners with the respect they deserve as unique and individual learners (National

Association for the Education of Young Children [NAEYC], 2011). To be effective and fair, I

must always be mindful of my interactions with children and others. By reflecting on my own

performance and interactions, I will be able to seek help when needed and continually improve

as an early childhood professional. I realize that I must be flexible and that plans may need to

change based on the mood and focus of the children. I must also be flexible when working with

families, as some families may be juggling many time commitments (Ray et al., 2009) that could

limit their level of engagement. To be effective, I must be open to using different approaches

when communicating and engaging with all families. Ultimately, the three values of fairness,

self-reflection, and flexibility will all work together to guide me to be a professional and

effective educator.

Definition of Inclusion

While many researchers and writers have shared specific definitions of inclusion, the

foundational idea is the same. I believe that inclusion is defined as an approach to education that

is designed to provide necessary support services for all learners. This means that children are

kept in the general education classroom as much as possible and provided with the necessary

supports to reach their full potential as learners. If done effectively, each child will be able to

succeed and grow academically.

Current State of Inclusion

Since the passing of the Individuals with Disabilities Education Act (IDEA), all children

have had the right to learn in the least restrictive environment (LRE; Villa & Thousand, 2003).

While the application of this act has evolved over time, the focus has been on inclusion since the

late 1980s; however, the definition and application of inclusion varies depending on the school

Provide your own definition of inclusion.

Describe where we are as a nation with

creating inclusive environments.

SAMPLE PHILOSOPHY 4

Created in 2016

and district (Villa & Thousand, 2003). “In some schools, inclusion means the mere physical

presence or social inclusion of students with disabilities in regular classrooms; in other schools,

it means active modification of content, instruction, and assessment practices” (Villa &

Thousand, 2003, para. 7). Because of these differences, it can be difficult to get a full

understanding of the current state of inclusion. These differences highlight the need for more

clear guidelines and requirements for all schools and educators. More clear definitions and

guidelines would help to create consistent inclusive learning environments to support all learners

in the country, regardless of location.

Importance of Collaboration

While the design of the classroom and curriculum are important factors in a child’s

success, their families and other specialists also play a key role in their success. In fact,

researchers have found that family involvement is a key factor in a child’s academic success and

also in successful inclusion (Phillips, 2015). As such, I will work to collaborate with the family

members of every child within the learning environment. While forming these relationships, I

will take into account the busy schedules of the families and also respect that families caring for

children with special needs may have overwhelming routines (Ray, Pewitt-Kinder, & George,

2009). Building relationships with parents and caregivers will allow me to foster positive

connections. These connections will help families build on their strengths to best support each

child in his or her academic journey (NAEYC, 2011). As an educator, I want all of the children I

work with to succeed, so working with families will allow me to help build a support system that

will follow each child through to graduation.

While working with families is a key to a child’s success, so is collaborating with other

professionals and specialists. As an educator, I must recognize that I will need input and

Discuss the

importance of

collaboration.

SAMPLE PHILOSOPHY 5

Created in 2016

perspectives from other professionals who might have better knowledge about a child’s specific

circumstances. To be more effective, I can consult with specialists who can offer suggestions of

accommodations and insights regarding specific techniques (California Department of

Education, 2009). Specialists can share what educators “can expect from the child and help

teachers adapt the environment and curriculum so that the child can be fully involved throughout

the day. They are a vital source of accurate information about specific disabilities and

intervention strategies” (eXtension, 2015, para. 11). By working as a team with specialists and

families, we can work to create and monitor a specific approach for each child.

Using Evidence-Based Strategies

Using evidence-based strategies is important when developing an inclusive environment

because when educators are informed and trained, children are best supported (Smith & Tyler,

2011). To create an inclusive environment, I will use Universal Design for Learning (UDL)

when developing the curriculum. As defined by The Teaching Excellence in Adult Literacy

(TEAL, 2010), “a universally designed curriculum is shaped from the outset to meet the needs of

the greatest number of users, making costly, time-consuming, and after-the-fact changes to the

curriculum unnecessary” (p. 1). I will implement UDL by using multiple approaches when

sharing information, including verbal and visual representations. I will also provide children with

the opportunity to demonstrate their learning via different avenues, including a variety of formal

and informal assessments that will include written and oral approaches. The use of evidence-

based strategies, like UDL, is important in the development of an inclusive learning

environment. I will continue to stay up-to-date with the current research on the best ways to

implement strategies in order to support all children in the inclusive learning environment.

Discuss

how you

will use

UDL to

support all

learners.

Discuss how you will use assessment

to include all students.

SAMPLE PHILOSOPHY 6

Created in 2016

Using Assessments

One part of creating an inclusive learning environment is to design assessments

appropriately. One key to using assessments within an inclusive classroom is to develop rubrics

(Willis, 2007). A well-designed rubric can provide children with standards so they can see where

their strengths and weaknesses are. Willis (2007) recommended including individual goals for

each learner on the rubric, as well as detailed feedback on the work. This detailed rubric with

comments are useful not only for the children, but also for families. Sending home assignments

with completed rubrics helps families to understand the strengths and weaknesses of their child.

If a child is struggling in a particular area, I can also provide suggestions and strategies to

families so they can support their child toward their goals. Using this approach maintains high

standards and provides an individual focus on each child. When a standardized test is scheduled,

I will also discuss with parents that these tests are only one way their child will be assessed and

that it may not even be the most valid type of assessment (Willis, 2007). Overall, open

communication about assessments will help parents understand the role of different assessments

and also keep them informed about their child’s academic progress.

One way I will regularly assess children is to use active participation. Depending on the

learning environment and children, I could use an interactive tool, like Plickers, to have children

respond to questions during discussions. I could also do something simple like a thumbs up or

thumbs down (Willis, 2007). I will select a strategy that will work for all children, or allow them

different options of how to participate. No matter what the specific approach would be, this use

of active participation would help me to see where children are struggling with material so I can

provide more targeted support. Using a participation device or strategy may also reduce the

amount of anxiety that may come with classroom participation.

Discuss how you will use assessment to include all students.

SAMPLE PHILOSOPHY 7

Created in 2016

Supporting Children

Each child will need support, including those children with specific delays, disorders, and

disabilities. I will use current research to help design a flexible and inclusive learning

environment that can help all children succeed. One strategy I will use to support all children is

UDL. According to Johnson-Harris and Mundschenk (2014), UDL is a good choice for learning

environments that include children with behavior disorders (BD). This approach allows me to

develop different ways of presenting material and allow children to work with material in a way

that sparks their interest. Without UDL, learners with BD may get frustrated or overwhelmed

with material and then become disruptive (Johnson-Harris & Mundschenk, 2014). This cycle

impacts the child with BD, others in the classroom, and also the educator. By using

UDL,“students with BD are able to engage with the material in a way that interests them,

challenges them, and allows them to build on their strengths, while supports are made available

to help them monitor and improve behavior” (Johnson-Harris & Mundschenk, 2014, p. 173).

Therefore, by implementing UDL from the start, I will be able to already have a curriculum that

is designed to meet the needs of all children, including those with BD.

Upholding Professional and Ethical Standards

As an educator, I must always use ethical codes as a guide when working with children,

families, and other professionals. When working with children, I realize that I may be in

situations where the laws will limit what services can be offered to children and families. While I

must adhere to existing laws, the Council for Exceptional Children (2010) also advises educators

to advocate for “improvements in the laws, regulations, and policies” (para.11). Because of this,

I will work hard to make larger improvements that will benefit the children I work with, and also

many other learners around the country. One way for me to help advocate for change is to stay

Discuss a

specific

delay,

disorder,

or

disability.

Connect a

specific

strategy

you can use

to the

identified

delay,

disorder, or

disability.

Discuss how

you will

uphold

ethical and

professional

standards

while

supporting

children and

families.

SAMPLE PHILOSOPHY 8

Created in 2016

up to date on current research in the field and to do research that would add to the professional

knowledge within the field of education. By being involved in the research, I can work with

colleagues to ensure that we have evidence to support any changes in policies and laws that we

are advocating for on behalf of students and families.

I will respect the differences between children and families who I work worth. Each child

is unique, which will be reflected in the activities and lessons that I design. In addition, as

outlined by the Council for Exceptional Children (2010), I must work to include both families

and children in the school setting. When creating family-focused activities and events, I will

respect and understand cultural differences and family situations. For instance, I will keep in

mind that many families will be juggling many commitments to support the development and

education of their child (Ray et al., 2009). As such, I will use multiple forms of communication

with families, such as e-mail, phone calls, and letters. I will also provide different options for

involvement, such as evening activities and classroom events. In sum, I will always be guided by

the ideas that all families and children are unique and deserve to be treated with respect and

understanding (NAEYC, 2011).

My Role in Exceptional Learning and Inclusion

As an educator, I play a key role in the inclusive environment. Children learn by

watching and modeling others around them, so they will learn how to treat others based on how I

interact with students in the classroom (eXtension, 2015). I must present a positive example for

students by treating all children, parents, and colleagues with respect and acceptance. Further, if I

believe in inclusion and treat all children with respect and acceptance, children with disabilities

and exceptionalities will feel like they are a part of the group (McMillan, 2008). Ethically

speaking, I must always respect all students as unique and individual learners (NAEYC, 2011).

Discuss your role in the inclusive classroom.

SAMPLE PHILOSOPHY 9

Created in 2016

I can be a leader in the development of inclusive learning environments by setting a good

example, sharing best practices, and supporting colleagues in their own development of an

inclusive environment. First, I have my own high standards for inclusion that can serve as a

model for my colleagues. Second, I can work to share best practices with other educators. For

instance, I could hold quarterly discussions with other educators about what is working and not

working in the learning environment. This would allow for open collaboration and conversation

to take place between colleagues. Lastly, I can support my colleagues in their own development

of an inclusive learning environment. This could mean brainstorming ideas during curriculum

development or problem-solving issues throughout the year. An open dialogue between myself

and peers would allow all of us to best support children and families.

Conclusion

I believe that education is about more than grades and test scores and, as an educator, I

have a responsibility to prepare children for life beyond the school setting. I believe an inclusive

learning environment supports all children in unique ways; and, those lessons will follow them

throughout their lives. An inclusive learning environment not only supports learning, but it has

also been shown to increase empathy (eXtension, 2015) and support the development of social

relationships (McMillan, 2008). I believe learning in an inclusive setting would help all children

to develop the skills necessary to be accepting and tolerant adults, which are important qualities

in our society today. Therefore, I will use ethical standards to guide my work, apply evidence-

based strategies, collaborate with families and professionals, and model respectful behavior in

order create an inclusive learning environment where all children can grow and learn. By making

an inclusive learning environment a top priority, I can support the academic and social

development of all children so they can reach their individual full potential.

Conclude with a statement of why an inclusive environment is important.

Discuss how

you can be

a leader for

the creation

of inclusive

classrooms.

SAMPLE PHILOSOPHY 10

Created in 2016

References

California Department of Education. (2009). Inclusion works! Creating child care programs that

promote belonging for children with special needs. Retrieved from

http://www.cde.ca.gov/sp/cd/re/documents/inclusionworks.pdf

Council for Exceptional Children. (2010). Special education professional ethical principles.

Retrieved from

http://www.cec.sped.org/~/media/Files/Standards/Professional%20Ethics%20and%20Pra

ctice%20Standards/Ethics%20Translations/CEC_Ethics_English.pdf

eXtension. (2015). What is inclusive child care? Retrieved from

http://articles.extension.org/pages/61602/what-is-inclusive-child-care

Johnson-Harris, K.M., & Mundschenk, N.A. (2014). Working effectively with students with BD

in a general education classroom: The case for Universal Design for Learning. The

Clearing House, 87, 168-174. doi: 10.1080/00098655.2014.897927

McMillan, N.M. (2008). Inclusive education: The benefits and the obstacles. Education and

Human Development Master's Theses. Retrieved from

http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1455&context=ehd_the

ses

National Association for the Education of Young Children. (2011). Code of ethical conduct and

statement of commitment. Retrieved from

https://www.naeyc.org/files/naeyc/image/public_policy/Ethics%20Position%20Statement

2011_09202013update.pdf

Cite all resources in APA style.

SAMPLE PHILOSOPHY 11

Created in 2016

Peters, S.J. (2003). Inclusive education: Achieving education for all by including those with

disabilities and special education needs. The World Bank. Retrieved from

http://documents.worldbank.org/curated/en/614161468325299263/pdf/266900WP0Englis

h0Inclusive0Education.pdf

Ponitz, C.C., Rimm-Kaufman, S.E., Grimm, K.J., & Curby, T.W. (2009). Kindergarten

classroom quality, behavior engagement, and reading achievement. School Psychology

Review, 38(1), 102-120.

Phillips, K. (2015). Inclusive education. Research Starters: Education (Online Edition).

Retrieved from https://www.ebscohost.com

Ray, J., Pewitt-Kinder, J., & George, S. (2009). Partnering with families of children with special

needs. Retrieved from

https://www.naeyc.org/files/yc/file/200909/FamiliesOfChildrenWithSpecialNeeds0909.p

df

Smith, D.D., & Tyler, N.C. (2011). Effective inclusive education: Equipping education

professionals with necessary skills and knowledge. Prospects, 41(3), 323-340. doi:

10.1007/s11125-011-9207-5

Teaching Excellence in Adult Literacy. (2010). TEAL center fact sheet no. 2: Universal design

for learning. Retrieved from https://lincs.ed.gov/sites/default/files/2_TEAL_UDL.pdf

Villa, R.A., & Thousand, J.S. (2003). Making inclusive education work. Educational

Leadership, 61(2), 19-23. Retrieved from http://www.ascd.org/publications/educational-

leadership/oct03/vol61/num02/Making-Inclusive-Education-Work.aspx

SAMPLE PHILOSOPHY 12

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Willis, J. (2007). Brain friendly strategies for an inclusion classroom. Association for

Supervision and Curriculum Development. Retrieved from

http://www.ascd.org/publications/books/107040/chapters/Success-for-all-Students-in-

Inclusion-Classes.aspx