For several centuries, the locus of human progress has been education. Often provision of an opportunity to learn helps to get rid of ignorance and places an individual on the path to success. For many years, education was only offered to normal children, while exceptional students were discriminated against. However, several legislations have helped to change this trend. I believe that all children possess the ability to learn and become successful in their lives. Thus, my teaching philosophy is that of inclusive education for all learners, including exceptional students. After graduation, I plan to work as a professional teacher in early childhood education. I desire to teach children who are between the age of 4 to 6 years. This age group of children is usually in pre-kindergarten or kindergarten level of education. I would prefer to work in a school setting with no bias for private or public schools. My career choice is informed by the immense love that I have for children. It has been my childhood dream to work as an early childhood teacher. Children at such age are usually at a learning phase in their lives. Thus, it is very easy to influence their lives positively or negatively. The provision of good and quality education to these kids helps to lay a good foundation for their later life learning. I aspire to motivate and make a positive impact on these kids' lives. Previously, I have volunteered in a daycare center with preschool children. I have also worked as a teaching assistant in a special education class for kindergarten children. I believe that I possess the appropriate professional dispositions to teach pre-kindergarten and kindergarten school-going children. I consider my adherence to professional and ethical standards to be one of my strengths. This includes effective communication and maintaining a professional demeanor. Pre-kindergarten and kindergarten going children are quite susceptible to the kind of communication that they receive. It shapes their character. I can honestly communicate with people even when they are on the wrong without making them feel bad. Children are quick to pick up the habits of their teachers and peers. As such, I strive to be an excellent role model. I am quite keen on my grooming and punctuality. My Ability to embrace diversity and collaborate with different people is my other strength. The kind of treatment that children receive can build or destroy their personality. I respect the differences in cognitive capability, physical functionality, the race, amongst other differences. This disposition has been quite useful when teaching exceptional learners. It has helped me to tailor children learning materials to be age-appropriate and meet their specific needs. Improvement in learners' outcomes is dependent on the collaboration between fellow teachers, parents, and students. I incorporate the suggestions of parents and other teachers in a student's program if they are geared towards achieving the best results for the learner. My inclusive teaching philosophy is based on my desire to see to it that all the needs of the learners are met. All learners, including the exceptional ones, possess the ability to attain their level of success when they are accorded appropriate education. Relevant education should incorporate the right learning materials and effective teaching methods. All individuals are entitled to education under the principle of equality. It is, therefore, essential to offer learners with exceptional needs a dignified education and ensure their inclusion in school settings. The inclusion of exceptional learners in the classroom settings requires the recognition of their various needs and tailoring teaching programs to meet those needs (Zeitlin and Curcic, 2014). In my inclusive philosophy, I aspire to prepare individualized teaching programs that respond to each learner’s needs. Such a teaching model will help ensure that the learners are properly molded and have the opportunity to develop their abilities. The teaching environment, including lighting, acoustic, and spacing, should also be appropriate to their different needs. Different researches have indicated that exceptional learners who become educated in the general education environment achieve better development and growth than those educated in separate settings. The evidence for these researches is based on the fact that children tend to pick up the skills, behaviors, and traits of their peers (US Department of Health and Human Services & US Department of Education 2015). It is, therefore, appropriate that their peers comprise non-exceptional and exceptional learners. These scientific findings have led to the enactment of laws that promote the inclusion of disabled children in general environments. An example is the Individuals with Disabilities Education Act (IDEA). Under the IDEA, disabled children are to receive special education in the most natural and least restrictive (LRE) environment possible (US Department of Health and Human Services & US Department of Education 2015). They should also be provided with supportive services to enable them to take part in general education. The US Department of education, together with the Department of Health and Human Services (2015), produced a policy statement with recommendations to ensure inclusive education for children in early childhood programs. Some of the recommendations are the provision of individualized education and collaboration with families. The provision of individualized education in inclusive environments is not a one-person affair. It calls for the collaboration of all professionals and the family involved in the child's care. Collaboration within the school environment may include general teachers, paraprofessionals, early interventionists amongst other specialists involved in the care of exceptional learners (US Department of Health and Human Services & US Department of Education 2015). Families are also legally empowered as the kind of care that should be offered to exceptional learners, thus the need to seek their indulgence in tailoring a child’s program. Critical reflective practice based on inquiry, theory, and experience is essential to come up with useful programs. Besides good collaborative teaming amongst the individuals involved, excellent communication styles are essential. Active listening and provision of timely feedback are crucial traits that can help better a child's development. Physical, physiological, and cognitive differences in children do not make them limited. The differences in learning, growth, and development from most learners only make students be exceptional learners. Their inclusion in the general learning environment, especially at the early stages of their development, can help them realize their unique skills, traits, and talents. This would help guarantee their success in their later lives.
References
US Department of Health and Human Services & US Department of Education. (2015). Policy statement on inclusion of children with disabilities in early childhood programs. Infants & Young Children, 29, 1-21. Zeitlin, V. M., & Curcic, S. (2014). Parental voices on individualized education programs:‘Oh, IEP meeting tomorrow? Rum tonight!’. Disability & Society, 29(3), 373-387.
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