My Philosophy of Learning

Over the past few years now, I have worked with students of all ages and with varying cognitive and physical capabilities. I say “capabilities” instead of “disabilities” on purpose, it’s not our weaknesses that determine our capabilities and goals in life it’s our strengths. Each student has strengths and interests that need to be utilized to help him or her become as successful as possible. No matter what challenges a student faces, they should be provided the learning experiences needed to be: independent, a contributing member of society, have positive social interactions, advocate for themselves, and enjoy life.

What a child should be taught, how they are taught, and where they are taught all needs to be individualized. Each child’s post high school goals are different and their education should mirror these goals. For example, if a child’s post high school goal is to go to college, then they need to be in academic classes and taught: how to advocate for themselves, necessary academic skills and knowledge, what resources are available to them, and additional individual skills and knowledge to help them be successful in a college setting. On the other hand, if a child’s post high school goal is to go straight into the work force, then one of the best ways for them to learn is though hands on work experience via on the job training. No matter what the post-secondary goal is, the instruction needs to be meaningful and presented using the “Universal Design for Learning,” (CAST, 2011) guidelines.

Starting at a young age, future goals need to be set so a child can be taught meaningful skills and content as soon as possible. I have seen the greatest success come from children who received early interventions and supports. Teachers and student teams need to have a student-centered focus. This means they need to insure the student gives input on their education and future goals. The student’s interests, learning styles, and abilities should determine and guide instruction. After all this is their life. The student’s goals should also be driven by the families culture and desires for their child. Parents, student teams, and community members need to closely work together through the goal setting process to educate one another on the best ways to serve the child. I have seen the best results come from cases where the parents, school staff, and community members have continually work together to achieve the same goals and in the same ways.

Each child is going to have a different dream and need different things from a learning environment to reach their dreams. This is why continual data should always be collected. Collecting frequent data will allow: teaching methods to be assessed, progress to be monitored, and improvements to be made along the way.

No matter the student or family, I want to be viewed as: approachable, an inspiring educator, an unconditional advocate, and a reliable resource. I want the students, families, staff, and community members to know I am open to input on how to increase each child’s educational outcomes. I don’t want my students to be limited by their disabilities, but rather have the tools, knowledge, and skills to reach their maximum capabilities!