Beyond knowledge and skills, schools have a responsibility for developing interpersonal skills and providing character education. Focusing on interactions with peers and adults, acting as good citizens, and developing personal responsibility are all examples of ways that schools support interpersonal growth of students. Additionally, schools have a responsibility to teach students enabling skills, so that students know how to approach difficult situations with confidence and efficiency.
Within the school setting, a core curriculum of basic skills and knowledge should be taught to all students; Elkind’s developmentally appropriate approach enables students to make meaning within a responsive content (as cited in Burello, 2001, p. 120). While students should all be instructed with common curricular goals, differentiated approaches and techniques must be available, with trained teachers available to provide appropriate instruction in a variety of settings. All students should have the opportunity to complete a college preparatory program as described through the Education Trust (Detroit Public Schools, 2007), but they should also have the option to choose vocational training or alternative programs to train for careers that match personal skills and interests.
My work as a special education teacher embraces a developmentally appropriate approach to learning. I work with students in a variety of settings, including the general education classroom, a one-on-one setting, and a small-group special education classroom. At times, I use methods that mirror those within the general education curriculum, while at other times my teaching is based on direct instruction scripted programs. All of my instruction is based on the Maryland Voluntary State Curriculum as modified by my students’ Individual Education Plans; I also use Frederick County Public Schools Essential Curriculum for identifying appropriate instructional goals. What varies is that students may not be taught on their enrolled grade level; they may instead be developing skills that they have not yet mastered from previous grades. I also vary the level of support that students receive, and differentiate the response style that I require from different learners.
In addition to the written curriculum, I teach a curriculum of respect and appropriate social interactions. Co-teaching with a speech pathologist and several instructional assistants, we incorporate social skills training into daily lessons. Character education is a critical piece of my teaching and is a focus within my school. I model my expectations for students and create an atmosphere of mutual respect. Outside of daily classroom interactions, I serve as a teacher mentor for a child who does not have positive role models in his life. Preparation for productive adult life includes not only basic knowledge and skills, but also character and social skills development.
REFERENCES
Burrello, L.C., Lashey, C., & Beatty, E.E. (2001). Educating all students together: how school leaders create unified systems. Thousand Oaks, CA: Corwin.
Detroit Public Schools. (2007). THE ANATOMY OF SUCCESS: Lessons from Schools on the Achievement Frontier [PowerPoint Slides]. Retrieved from http://olms.cte.jhu.edu
