Reflection 2: Law, LRE, and Ethical Tensions

–>PLEASE WRITE A 500 WORD REFLECTION FOR EACH WRITING SEPARATELY

Reflective Writing Assignments

Purpose:

The reflections are designed to help you critically examine your beliefs, experiences, and developing professional identity as a special educator. These reflections are not summaries of readings; they are opportunities for analysis, self-reflection, and application.

Requirements:

• Length: 500 words
• Format: Double-spaced, 12-point font, professional academic tone
• Submission: Upload to Brightspace by the posted due date
• Citations: When referencing course readings, lectures, or laws (e.g., IDEA), use APA 7th format

Strong reflections will:

• Engage directly with the prompt
• Connect personal experience to course concepts
• Demonstrate critical thinking and self-awareness
• Acknowledge complexity, tension, or uncertainty
• Reflect on growth over time in understanding special education

Evaluation Criteria (5 points each):

• Depth of reflection and critical analysis
• Integration of course concepts
• Clarity and organization of writing
• Thoughtfulness and professional voice

Reflection 2: Law, LRE, and Ethical Tensions

(Aligned with: IDEA, LRE, Historical Context, Families)

Special education law often presents tensions between compliance and equity.

• How do IDEA and the principle of Least Restrictive Environment attempt to balance students rights with institutional constraints?
• Where do you see potential gaps between the spirit of the law and its implementation in schools?
• What ethical responsibilities do educators have when families and schools disagree about placement or services?

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Reflection 3: Culture, Language, and Disability

(Aligned with: Multicultural & Bilingual Special Education, LD/ID)

Disability does not exist in isolation from culture, language, or environment.

• How can cultural and linguistic differences influence referral, identification, and classification in special education?
• In what ways might schools unintentionally pathologize difference rather than respond to it instructionally?
• How can educators actively work against bias while still meeting students learning needs?

Reflection 4: Behavior, Classification, and Teacher Disposition

(Aligned with: ADHD, Emotional Disability, Placement, Teacher Attitudes)

Consider how teacher perceptions influence behavioral classifications and student outcomes.

• How do teacher attitudes, expectations, and classroom practices shape how behavior is interpreted?
• When does behavior become a disability, and who gets to decide?
• Reflect on how your own dispositions might impact students with behavioral or emotional needs.

Reflection 5: Developing Your Philosophy of Special Education

(Aligned with: ASD, Communication Disorders, Low-Incidence Disabilities)

As you synthesize course content, reflect on your emerging philosophy of special education.

• What core beliefs now guide how you view inclusion, accommodations, and access?
• How do social justice and equity show up in your vision of effective special education practice?
• How do you see yourself advocating for students with disabilities within school systems that may resist change?