To understand my approach to education, one must have a functioning understanding of Special Education. A few expectations concerning special education are that each individual is placed within the learning environment that will enhance learning, that learning material is presented in a manner that allows the learner to explore and bring meaning to the individual, and that the rate of learning is slowed or accelerated as the individual learns. Individuals gain mastery of the content being taught at a personal rate. Individuals are valued for their uniqueness, and intelligence is celebrated through diversity. One might ask, “How is this relevant to the study of curriculum and instruction?” It is my opinion that curriculum should be presented in a universal manner to all students. Universal curriculum recognizes that children with special needs and those without must have the same opportunity to learn the intended curriculum. Tenets of universal curriculum include as (defined by CAST): providing multiple and flexible methods of presentation, providing multiple and flexible means of expression, and providing multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn. Universal designed curriculum can be researched by using qualitative and quantitative research designs. Universally designed curriculum can be assessed formally and informally. Teacher observation and anecdotal notes are useful tools to measure progress in learning. It is in this vain that I must align myself with the constructivist paradigm. Constructivist teachers see themselves as agents of change via facilitation. I encourage students to use inquiry and collaborative learning methods to encourage learning. By asking questions that the student wants answered, the student becomes motivated to find the answer. Working cooperatively, the student gains many perspectives and begins to look for creative solutions as inspired by their peers. Students are encouraged to reflect on their experiences. This leads to further learning and allows students to “own” their learning. It is within this paradigm that teachers are freed to see their students as people with prior knowledge, ideas and understanding of concepts. This allows the constructivist teacher to understand student’s misconceptions and guide learning.
Welcome to the Schools Teachers Parents Wiki / Discussion
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