Benchmark – Philosophy of Special Education

 Assessment Description

A philosophy of special education is a statement regarding your beliefs and values about special education. A shorter version of this statement is often required as part of the application process to obtain employment as a teacher.

Create a 750-1,000 word draft of your special education philosophy. Include statements regarding your beliefs and values in each of the following areas:

• The purpose of education.
• Your personal vision of meeting the learning needs of students with special needs using standards-based instruction.
• How some of the ethical frameworks and professional practice standards you have examined will guide your professional practice.
• The types of resources teachers should seek to continually deepen their understanding of cultural, ethnic, gender, and learning differences among their students.
• The types of professional activities or learning communities that would best facilitate lifelong learning.

Include three scholarly references to support your philosophy of education.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MEd in Special Education (ITL/NITL)

MEd in Special Education: Moderate to Severe (ITL/NITL)

6.1: Use professional ethical principles and professional practice standards to guide professional practice. [CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(a), 10(f); MC3, MC4, MC5] 

6.4: Demonstrate the significance of lifelong learning by participating in professional activities and learning services. [CEC 6.4, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3; InTASC 9(a), 9(g), 10(f); MC2, MC4, MC5]

MEd in Special Education Mild to Moderate Disabilities (Nevada)

6.4: Demonstrate the significance of lifelong learning by participating in professional activities and learning services. [CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 9(a), 9(g), 10(f); MC2, MC4, MC5]

 

Benchmark – Philosophy of Special Education – Rubric

Purpose of Education 45 points

Criteria Description

Purpose of Education

5. Target 45 points

Includes a well thought out statement regarding the purpose of education.

4. Acceptable 39.15 points

Includes an adequate statement regarding the purpose of education.

3. Approaching 33.3 points

Includes a statement regarding the purpose of education that could be presented more adequately.

2. Insufficient 31.05 points

Includes an inadequate statement regarding the purpose of education.

1. No Submission 0 points

Not addressed.

Meeting the Learning Needs of Students with Special Needs Using Standards-Based Instruction 45 points

Criteria Description

Meeting the Learning Needs of Students with Special Needs Using Standards-Based Instruction

5. Target 45 points

Collapse All

Includes an insightful personal vision of meeting the learning needs of students with special needs using

standards-based instruction.

4. Acceptable 39.15 points

Includes an adequate personal vision of meeting the learning needs of students with special needs using

standards-based instruction.

3. Approaching 33.3 points

Includes a personal vision of meeting the learning needs of students with special needs using standards-based

instruction that could be presented more adequately.

2. Insufficient 31.05 points

Includes an inadequate personal vision of meeting the learning needs of students with special needs using

standards-based instruction.

1. No Submission 0 points

Not addressed.

Ethical Frameworks and Professional Practice Standards (B) 45 points

Criteria Description

Ethical Frameworks and Professional Practice Standards (C6.1)

5. Target 45 points

An insightful statement regarding how ethical frameworks and professional practice will guide professional

practice is

included.

4. Acceptable 39.15 points

A statement regarding how ethical frameworks and professional practice will guide professional practice is

included.

3. Approaching 33.3 points

The statement regarding how ethical frameworks or professional practice will guide professional practice could

be more adequately presented.

2. Insufficient 31.05 points

The statement regarding how ethical frameworks or professional practice will guide professional practice is

inadequately presented.

1. No Submission 0 points

Resources 45 points

Criteria Description

Resources

5. Target 45 points

The types of resources teachers should seek are ideally suited to continually deepen understanding of cultural,

ethnic, gender, and learning differences among students.

4. Acceptable 39.15 points

The types of resources teachers should seek are appropriate to continually deepen understanding of cultural,

ethnic, gender, and learning differences among students.

3. Approaching 33.3 points

The types of resources teachers should seek are adequate to continually deepen understanding of cultural,

ethnic, gender, and learning differences among students.

2. Insufficient 31.05 points

The types of resources teachers should seek are inadequate to continually deepen understanding of cultural,

ethnic, gender, and learning differences among students.

1. No Submission 0 points

N t dd d

Professional Activities or Learning Communities (B) 45 points

Criteria Description

Professional Activities or Learning Communities (C6.4; NV 6.4)

5. Target 45 points

Includes professional activities or learning communities that ideally suited to facilitate lifelong

learning.

4. Acceptable 39.15 points

Includes professional activities or learning communities that well-suited to facilitate lifelong learning.

3. Approaching 33.3 points

Includes professional activities or learning communities that could be better suited to facilitate lifelong

learning.

2. Insufficient 31.05 points

Includes professional activities or learning communities that would not facilitate lifelong learning.

1. No Submission 0 points

Not addressed.

Organization 30 points

Criteria Description

Organization

5. Target 30 points

The content is well organized and logical. There is a sequential progression of ideas that relate to each other.

The content is presented as a cohesive unit and provides the audience

with a clear sense of the main idea.

4. Acceptable 26.1 points

The content is logically organized. The ideas presented relate to each other. The content provides the audience

with a clear sense of the main idea.

3. Approaching 22.2 points

The content could be organized better even though it provides the audience with a sense of the main idea.

2. Insufficient 20.7 points

An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are

compartmentalized; may not relate to each other.

1. No Submission 0 points

Not addressed.

Research Citations and Format 15 points

Criteria Description

Research Citations and Format

5. Target 15 points

All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format

are correct

within the submission.

4. Acceptable 13.05 points

All sources are credible, adequate, and support the submission. All required aspects of APA format are correct

within the submission.

3. Approaching 11.1 points

Some citations may be missing or do not completely support the submission. References page may include

errors. Some sources may not be appropriate for the submission.

2. Insufficient 10.35 points

Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA

is attempted where required, but many aspects are missing or mistaken.

1. No Submission 0 points

Mechanics 30 points

Criteria Description

Mechanics (spelling, punctuation, grammar, and language use)

5. Target 30 points

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and

content-related language. Sentence structures are varied and engaging.

4. Acceptable 26.1 points

Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective

sentence structures are used, as well as some practice and content-related language.

3. Approaching 22.2 points

Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or

inconsistent language or word choice is present; or sentence structure could be more varied.

2. Insufficient 20.7 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice

or sentence construction are used.

1. No Submission 0 points

Not addressed.
Total 300 points