Philosophy of Teaching Students with Disabilities in Public School Environments
Quinn Kendall
UNLV
ESP 701
Introduction
Teaching students with disabilities in a public school environment presents both challenges and opportunities. My philosophy revolves around fostering an inclusive, engaging, and supportive classroom where every student, regardless of ability, can succeed. This paper outlines my conceptualization of learning and teaching in an inclusive setting, my goals for diverse students, how I implement and assess my philosophy, and my professional development needs.
Conceptualization of Learning in an Inclusive Classroom
Learning in an inclusive classroom is about recognizing the diverse needs and strengths of each student. It involves understanding that learning is a dynamic interaction between students’ prior knowledge, instructional strategies, and support systems. Learning takes place when students are actively engaged, receive timely feedback, and access differentiated instruction tailored to their needs (Mertler, 2019; Rao & Meo, 2016).
In a 7th-grade math classroom with many English Language Learners (ELLs), learning involves scaffolding concepts to bridge language gaps and ensure accessibility through visual aids, hands-on activities, and collaborative work (Power et al., 2023). Formative assessments help gauge understanding and adjust instruction, ensuring that each student progresses at their own pace (SWIFT Schools).
Conceptualization of Teaching in an Inclusive Classroom
Facilitating learning in an inclusive classroom requires a multifaceted approach. My teaching methods are grounded in the belief that all students can succeed with the right support. This involves creating a safe, inclusive environment, using varied instructional strategies, and fostering a growth mindset (Wehmeyer et al., 2017).
My assumptions about teaching are that it involves more than content delivery; it’s about inspiring and motivating students to engage with material meaningfully. I teach the way I do because I believe in student-centered learning, where students are actively involved in their educational journey (Mertler, 2019). To motivate, challenge, and support students, I incorporate technology, real-life math applications, and collaborative group work (PBIS). For struggling students, I provide additional support through individualized instruction and assistive technologies (Reschly, 1996).
I vary my approach by continuously assessing student progress and adapting methods. This includes differentiating instruction through tiered assignments and using various assessment forms (Leitch & Day, 2000).
Goals for Diverse Students with Disabilities in an Inclusive Classroom
My goal is to equip students with the skills and confidence to apply mathematical concepts in their careers and lives. I want them to value persistence, problem-solving, and collaborative learning. By fostering an inclusive environment, I aim to help students develop self-efficacy and an appreciation for diverse perspectives (Lavin et al., 2021).
My teaching philosophy means setting high expectations while providing necessary support for all students to meet these expectations. For students with disabilities, this includes creating individualized learning plans or “IEP”s and ensuring access to appropriate accommodations (IDEA Act).
Implementing and Assessing My Philosophy
To translate my philosophy into instructional strategies, I use practices grounded in evidence-based methods. Universal Design for Learning (UDL) principles ensure lessons are accessible to all students, providing multiple means of representation, engagement, and expression (Branching Minds). The consequences of these strategies include increased student engagement and improved learning outcomes. I assess effectiveness through student performance, feedback, and classroom observations (Lavin et al., 2021).
Professional Development Needs
To improve my practice and create a more inclusive classroom, I have set professional development goals such as deepening my understanding of culturally responsive teaching, enhancing skills in assistive technology, and staying updated on best practices for supporting ELLs and students with disabilities (Autistic Advocacy; Rao & Meo, 2016). I plan to achieve these goals through workshops, collaboration with colleagues, and ongoing research.
Challenges include balancing professional development with teaching duties and addressing the diverse needs of students. Evidence of my development includes peer feedback, student progress data, and reflections on teaching practices. Over this past year, my assumptions about teaching have evolved to emphasize flexibility and continuous learning (PBIS; SWIFT Schools). I think implementing new instructional strategies and incorporating student feedback will lead to noticeable improvements in classroom dynamics and outcomes.
Conclusion
Teaching students with disabilities in public schools requires a commitment to inclusivity, flexibility, and continuous growth. By creating an engaging and supportive learning environment, employing diverse instructional strategies, and setting clear goals for student success, I aim to help all students achieve their full potential. My teaching philosophy reflects a dedication to making education accessible and meaningful for every student, and I am committed to ongoing professional development to enhance my practice and better support my students.
References
Autistic Advocacy. (n.d.). About ASAN: Identity-First Language. Retrieved from https://autisticadvocacy.org/about-asan/identity-first-language/
Branching Minds. (n.d.). MTSS Tier 2 Behavior Intervention Guide. Retrieved from https://www.branchingminds.com/mtss-tier-2-behavior-intervention-guide
IDEA Act. (n.d.). Retrieved from https://www.ideact.gov
Leitch, R., & Day, C. (2000). Action research and reflective practice: Towards a holistic view. Educational Action Research, 8(1), 179-193. https://doi.org/10.1080/09650790000200108
Lavin, C. E., Jordan, A. W., & Francis, G. L. (2021). Back to Basics: Culturally Relevant Pedagogy in Special Education. High School Journal, 105(1), 5+. https://link-gale-com.ezproxy.library.unlv.edu/apps/doc/A704090296/AONE?u=unlv_main&sid=bookmark-AONE&xid=67d0a413
Mertler, C. A. (2019). Action Research: Improving Schools and Empowering Educators (6th ed.). Sage.
PBIS. (n.d.). Positive Behavioral Interventions & Supports. Retrieved from https://www.pbis.org/
Power, M. E., Kelley, M. H., Selders, K. J., & Green, A. L. (2024). Culturally Responsive Evidence-Based Practices for Black Males With Emotional Behavioral Disorders. Intervention in School and Clinic, 59(5), 331-338. https://doi-org.ezproxy.library.unlv.edu/10.1177/10534512231182381
Rao, K., & Meo, G. (2016). Using Universal Design for Learning to Design Standards-Based Lessons. Sage Open, 6(4). https://doi.org/10.1177/2158244016680688
Reschly, D. J. (1996). Identification and assessment of students with disabilities. The Future of Children, 6 (1), 40-53, https://doi.org/10.2307/1602493
SWIFT Schools. (n.d.). Retrieved from https://swiftschools.org
Wehmeyer, M.L., Shogren, K.A., Toster, J.R., & Mahal, S. (2017). Self-determined learning to motivate struggling learners in reading and writing.Intervention in School and Clinic, 52 (5), 295-303. https://doi.org/10.1177/1053451216676800
Quinn Kendall, Educator 