Children with Exceptionalities

My philosophy on special education and inclusion for children with exceptionalities goes

as follows, I believe all children should have a chance to be included with most of their peers in a

main stream classroom environment. Children with exceptionalities should work towards the

least restricted environment as possible and should be giving opportunities and time to do so.

Setting achievable goals for children with exceptionalities should be done by a team of

professionals including but limited to the main stream teachers, special education teacher, and

administration, supporting staff and family members. Achievable goals should be addressed,

progress, behaviors, and valuable information should be shared. Children with exceptionalities

should be giving a chance to participate in a regular classroom environment.

Children with exceptionalities should be supported at school and should be giving the

same opportunities as most of their peers. Children with exceptionalities should be included

during physical education. If modifications and or accommodations are required for children to

participate than the necessary requirements need to happen for that child to participate with his

or her peers. I believe in giving children the same opportunities as their peers. This includes

events, field trips, and higher education. We need to push for a better tomorrow for all our

children in the current educational system exceptionality or not children need to be included and

participate as most of their peers.

Our educational system is designed to support our children with exceptionalities at school

and in the classroom. Our current school system has supporting staff for special education

teachers to utilize in the classroom. The supporting staff assist the teacher in and out of the

special education classroom. Supporting staff also assist children to attend main stream

classrooms when needed. The supporting staff can go as far as assisting in between class and
even during breakfast and lunch. It is very important for a teacher to rely on his or her staff. The

supporting staff are key components for the child success in and out of class.

It is important to have a clear line of communication with staff, family, and profession

agencies that have direct contact or work with the child. Monthly meeting can be arranged so

that the child has a continuous updated plan for success. In the school districts meeting are set

up annually to support the childs educational plan. They review progress status with the parents

or care giver. The meetings are called IEPs or Individual Education Plans. The meetings are

required by law for all children exceptionalities. It is a year to year legal contract that supports

all modifications and or accommodations for that childs success in the classroom. IEPs can

state appropriate strategies to support the child in a classroom environment.

Appropriate strategies for children with exceptionalities will vary from child to child.

What might be appropriate for one child might not be appropriate for another child. Children on

the spectrum of ASD or autism spectrum disorder will have different strategies than children

with an ADHD or attention deficit hyperactivity disorder. Children on the spectrum might need

more one on one tutoring in the classroom. Children on the spectrum might need to use a picture

system to help the child throughout the day with routines. Children diagnosed with ADHD

might need to stand up and take a break to get the blood flowing during classroom work and or

they might need to sit on a work out ball to help them stay focus during classroom work, lettuces,

and assignments. These are examples of some appropriate strategies that might work for a child

but could not work for another child with that same diagnoses. Again, that is why an annual IEP

is in place to discuss any accommodations, modification, goals, and strategies that might work

best for a child with exceptionalities.