One of the most meaningful things I hope to build is not something physical, but something deeply impactful: an inclusive, supportive classroom environment where every child feels seen, valued, and capable of success. As a special education teacher currently completing my sixth year in the field, I have learned that the most powerful foundation for learning is not just instruction—it is belonging. Throughout my career, I have worked with students across a variety of settings, from a self-contained classroom in El Paso to a resource classroom in Southern Illinois. In each setting, I have seen how easily students with special needs can feel overlooked or misunderstood. Because of this, I have made it my mission to build a classroom that meets not only academic needs but emotional and sensory needs as well. In my classroom, I intentionally create an environment that promotes calmness and security. I use softer lighting instead of harsh fluorescent lights and play calming music throughout the day to help regulate emotions and provide consistency. While these choices may seem simple, they help my students feel safe—and when students feel safe, they are more willing to engage, take risks, and grow. What I am truly building, however, is trust. I believe that all behavior is a form of communication, and I strive to understand what my students are trying to express rather than simply correcting their actions. By responding with empathy and patience, I help my students develop confidence and self-awareness. Over time, they begin to see themselves not through their challenges, but through their strengths. As I continue my education and pursue my master’s degree in special education, I hope to expand this impact beyond my own classroom. I want to advocate for inclusive practices within schools and help other educators better understand the importance of creating environments that support the whole child. My goal is to contribute to a shift in education where students with special needs are not just accommodated, but truly valued. Building this kind of future will not only impact my students, but also the broader community. When children learn to understand themselves and feel confident in who they are, they grow into individuals who can advocate for themselves and contribute meaningfully to society. In turn, this fosters a more inclusive, compassionate community for everyone. Ultimately, what I am building is a foundation—one where every child knows they belong, they are capable, and they have a place in the world. That foundation has the power to change lives, including my own, and create lasting positive impact far beyond the classroom.

My name is Daphne Thomas, and I am currently wrapping up my sixth year as a special education teacher while pursuing my master’s degree in special education. My journey into this field has been shaped by both professional experience and a deep personal calling to serve students with diverse needs. I am passionate about creating meaningful change by helping my students feel seen, valued, and capable. I began my career in El Paso, where I spent two years teaching in a self-contained classroom with first through fifth-grade students with learning disabilities. I taught all subject areas, which challenged me to become adaptable, creative, and deeply attuned to each child’s unique learning style. Those early experiences taught me that progress does not always look traditional—but it is always meaningful. For the past four years, I have taught in Southern Illinois in a resource classroom with kindergarten through second-grade students, focusing on math, reading, spelling, and writing. This role has allowed me to provide targeted instruction while supporting foundational academic and social growth. Across both settings, one truth has remained constant: students thrive when they feel understood and supported. My plan to make a positive social impact begins in my classroom. My number one goal is to create an inclusive environment where all students feel welcome, safe, and valued. I intentionally design my classroom to support both emotional and academic growth by using softer lighting and calming music to create a consistent, regulated environment. These small but intentional choices help students feel secure and ready to learn. More importantly, I approach my students as humans first. I believe that all behavior is a form of communication and reflects a need a student is trying to express. Instead of viewing behaviors as disruptions, I seek to understand what the student is lacking—whether it is connection, structure, communication, or emotional regulation—and respond with empathy and purpose. This approach builds trust and creates a foundation for growth. By fostering a supportive environment, I help my students develop confidence and a sense of belonging. My goal is for each student to leave my classroom not only with stronger academic skills but with a deeper understanding of their own worth. When students begin to believe in themselves, they are better equipped to advocate for their needs and navigate the world around them. Beyond the classroom, I aim to expand my impact by advocating for inclusive practices and increasing awareness of the strengths and needs of individuals with disabilities. I want to be a voice for my students, helping others see their potential rather than their limitations. Through continued education and collaboration, I hope to contribute to a more inclusive and supportive educational system. Outside of my professional life, I am a mother to my sweet and spunky three-year-old daughter, who reminds me daily of the importance of patience, joy, and unconditional love. I also enjoy spending time with friends and family and strive to reflect God’s love in how I serve others. My faith guides me to approach each student with compassion, grace, and purpose. As I continue my journey in special education, I remain committed to making a lasting difference. My goal is to create spaces where every child feels seen, supported, and capable of success, contributing to a more inclusive and compassionate society.

My passion for special education is rooted in the work I already have the privilege of doing each day. As a special education teacher currently pursuing my master’s degree in special education, I have seen firsthand the impact that a supportive, intentional environment can have on a child’s growth. I am passionate about this profession because it allows me to advocate for students who are often misunderstood and to create a space where they are not only accepted, but truly valued. When Professor Harold Bloom writes, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” I understand this as helping students recognize their identity, worth, and voice. For many students with special needs, that sense of presence can be difficult to access. They may struggle to communicate their needs, regulate their emotions, or feel a sense of belonging in traditional classroom settings. My role as their teacher is to help them realize: I am here. I matter. I have value. My mission is to intentionally create an inclusive environment where all students feel welcome and safe enough to discover that truth. In my classroom, inclusion is not just a concept—it is something my students experience daily. I have designed my room to meet their sensory and emotional needs, using softer lighting to create a calm atmosphere and playing gentle, calming music throughout the day. These choices are purposeful; they help reduce overstimulation and provide a sense of consistency and comfort. More importantly, I approach my students as humans first. Before any label or diagnosis, they are individuals with unique strengths, emotions, and needs. Through my experience, I have come to deeply understand that all behaviors stem from something a student needs or is lacking. Whether it is communication, connection, structure, or regulation, behavior is a form of expression. Instead of reacting to behaviors as problems, I respond by seeking to understand what the student is trying to communicate. This mindset allows me to guide my students toward self-awareness and confidence. When a student feels understood, they begin to trust their environment. When they feel safe, they begin to take risks. And when they experience success—no matter how small—they begin to recognize their own capabilities. These moments are where students begin to develop a true sense of their own presence. My goal is not only to teach academic content, but to help my students grow socially and emotionally. Success in my classroom looks like a student learning to express frustration with words instead of actions, engaging in a task they once avoided, or simply feeling comfortable enough to be themselves. These are the victories that build a foundation for lifelong learning and independence. Pursuing my master’s degree in special education is a continuation of this mission. I want to deepen my knowledge, refine my practices, and better serve my students through research-based strategies and continued growth as an educator. This profession requires patience, empathy, and constant learning, and I am committed to all three. Ultimately, I am passionate about special education because it allows me to make a meaningful difference in the lives of my students. Every day, I strive to create a classroom where they feel seen, heard, and valued. If I can help my students leave my classroom with a stronger sense of who they are and confidence in their place in the world, then I know I am fulfilling my purpose as an educator. Fairy Tale Once upon a time, there was a teacher who created a classroom that felt different the moment you walked in. The lights were soft, the music was calm, and the world outside seemed just a little quieter. Children entered carrying invisible burdens—frustration, confusion, fear, and sometimes the belief that they did not belong. Others had tried to change them, but this teacher chose instead to understand them. When a child raised their voice, she listened for the need behind it. When a child shut down, she offered patience instead of pressure. When a child struggled, she met them with belief instead of doubt. Slowly, the classroom became a place where students felt safe enough to be themselves. And something extraordinary happened. The children began to change—not because they were forced to, but because they finally felt seen. They found their voices, their confidence, and their place. The teacher realized she had not just built a classroom—she had built a space where students discovered who they truly were. And that was the greatest success of all.