In my philosophy statement, I emphasize the importance of social and academic inclusion within the classroom. My Article Response Paper shows my dedication to inclusion as it relates to my philosophy through my emotionally charged writing about the importance of building relationships as a key aspect of inclusion in the classroom. I also discuss the wider importance of this in the students’ social education: “If teachers model genuine respect for difference in the classroom, students can and will carry that lesson out with them into the world and improve their future workplaces and communities. A truly inclusive classroom structure sets the tone for a truly inclusive society.” This understanding of how an inclusive classroom community contributes to the broader culture through teaching children social lessons shows my ability to “describe the role of the school in the socialization of children and young people in a multicultural, global society” (Edot 8. Knowledge. C.).

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In this presentation on traumatic brain injury and its classroom implications, I completed and presented the included slides discussing instructional strategies to integrate students with TBI into the framework of a collaborative classroom community. The presentation also defines TBI and its classification as a high-incidence disability. This shows my knowledge and respect for the variety and complexity of ability in the classroom, as well as my ability to recognize them within their given category and definition under the IDEA, as mandated by EDoT 4. Knowledge. A.

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The paper “Everything in Moderation,” also included here, deals with the way that behavior management strategies affect feelings of inclusion for students in special education. Using peer-reviewed research on the subject, I critique the ethicality and efficacy of rewards and praise as a behavior management strategy for students in special education. Although rewards can be useful, I describe their excessive use as potentially belittling and ineffective in the long-term. I explain: “Paying attention to how rewards are used in special education is a significant aspect to realizing this goal [of students with varied abilities being treated equitably]. While minding the means of implementation and the types of rewards used, they can be a useful tool in any classroom. However, educators must be mindful not to rely too heavily upon them, merely because they are a simple and immediately gratifying way to achieve results. In all classrooms, but particularly those including students with varied learning abilities, teachers must think creatively and be critical of their methods in order to best facilitate learning for every student and to help them realize their full potential.” Overall, this paper works to “identify principles regarding motivation, the appropriate use of rewards, discipline, and praise” (Edot 6. Knowledge. B.).