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Culotta
Throughout my graduate program, I have grown tremendously, not only as a learner, but
also as an educator. When entering the program, I was confident that I made the right choice in
career. I knew I wanted to make a difference in the lives of children with special needs. Now, as
the program comes to an end, I am confident that I know how to make that difference. While I
had a general understanding of the different types of disabilities, prior to the program, I now
have a better understanding of the effective instructional practices that should be used to teach
children with varying needs. I have acquired the skills and gained the knowledge needed to
become an effective special educator. Additionally, I have a thorough understanding of the CEC
Standards, and have been given opportunities to demonstrate my knowledge of them throughout
my coursework at Towson. When completing my UDL lesson plan, I demonstrated CEC
Standard 5. Included in this lesson plan are effective instructional strategies that meet the needs
of each individual student. The strategies used within the lesson plan benefit all learners, in a
classroom with varying abilities. Throughout my coursework, I have also learned and
demonstrated knowledge of curricular content, assessment, professional collaboration, as well as
learner development and individual learning differences.
Philosophy of Teaching
My philosophy of teaching is simple, yet strong. I believe that all students, especially
students with special needs, have the potential for learning, and, ultimately, success. It is
important to recognize the uniqueness of every student; I think this is the key to being an
effective special educator. Special educators must first recognize the learning needs of their
students, and then implement the appropriate strategies needed to meet their individual, specific
needs. Instruction cannot be a one-size-fits-all approach; instead, it needs to flexible, adaptable,
differentiated. Through differentiated instruction, we can provide students with individualized
Culotta
support, which will enable them reach their fullest potential. This type of instruction will allow
students with learning differences to receive the equitable education, in which they all deserve.