It is essential to remember that the main function of content and achievement standards
is to focus classroom instruction. In order to teach effectively, a special educator must have a thorough understanding
of what knowledge, information, and processes are required for students to attain content and achievement standards.
This key concept from the text relates to my personal curriculum key concepts of setting high standards for students and making
the content relevant to the student's current environment. If we expect students to attain the standards set forth in
the general curriculum, then we must not approach special education instruction with the mentality that it is a watered-down
general education curriculum. Rather, we must view our role as educators as that of adapting methods of instruction
to best suit our students to rise to the challenges set forth by the standards. If we relate the content material to
the students' everyday lives, we enhance their willingness and ability to understand the material and improve their chance
at attaining these standards.
Research shows that higher expectations and levels of achievement are a direct
result of standards. In order to assist students in keeping up with the fast pace of the general education curriculum,
teachers must have as comprehensive a knowledge of the content that they are teaching as possible. This ties in with
my key concept that teachers should continue their own education by reading all up-to-date information on various modalities
of teaching and the newest research and findings in their own content area. This can be done by attending workshops,
enlisting for continuing education courses, and reading scholarly journals on education. It is also part of my philosophy
that teachers should be available to students and should actively support their students in achieving the standards by being
able to meet with them before or after school or during lunch time to review and re-teach material covered in class.
This key concept emphasizes the importance of revising the traditional model educators
once used to develop IEPs. Educational evaluations were typically administered in isolation from the general education
curriculum and focused on specific skill deficits. Special education is now being transformed into a variety of services
and supports that allow a student access to the general education curriculum. I believe that it is not only essential
for teachers to read each of their student's IEPs, but to continually refer to the student's IEP for reference and guidance
throughout the school year.
Special educators must keep in mind that there is intended curriculum, taught curriculum,
and learned curriculum. It is part of my philosophy that teachers should not only teach the content material of their
curriculum, but should incorporate the teaching of life skills, behaviors, and link the content from their area to that of
other subject areas whenever possible. Teachers must also model the behaviors and the curriculum that they want their
students to learn. Students learn much more from what they see educators do than what they hear them say.
Make a personal connection with your students. You see them 45 minutes for
five days in a row; you should have a deeper relationship with them than simply knowing their names. Convey to them
that their presence in your class is important and make them feel like an individual, rather than a name on your roster.
Doing so will motivate them to come to class and will make them want to learn the material and want to please you, even when
they find the content uninteresting. Most importantly, knowing your students makes delivering instruction more comfortable
than if you feel like you are talking to a group of strangers and creates a more relaxed classroom environment which alleviates
student anxieties and makes the learning experience more pleasurable.
