I am passionate about the special education teacher profession because my younger brother struggled through school a lot, and I strongly believe that had a teacher advocated for him to be tested or at least seen his struggle and recognized something else may have been going on, he would not have dropped out of high school. I wholeheartedly believe that they would have found evidence he needed an IEP or 504 Plan, and he would not have struggled as much as he did. I aim to help kids who, like him, hated going to school because it was difficult and no one seemed to care. I want to be the kind of teacher students can rely on and talk to about things. The purpose of teaching is bringing the students to their own presence, which means that teaching is self awareness, it is being cognizant of not just others, but oneself. It is showing a moldable mind that although things might seem tough right now, it is all about how you allow yourself to think about the tough things that matters. You are making them aware of their strengths and weaknesses in a way that validates not only how they feel, but also encourages them to continue to work on the weaknesses. I would accomplish this by creating a safe place students can go to when overwhelmed, angry, or just upset. There should always be a safe corner. Next, I would make sure the classroom rules are followed with fidelity to insure a safe and reliable environment for everyone. Then, I would make sure there are choices set up throughout the day to encourage autonomy. Once upon a time, there was a teacher, named Hayley, who loved to teach so much. She taught every single day! But the only thing she struggled with, was getting her lesson plans finished. She lived in a village called Donetown and beyond the mountains, there was a fierce dragon, named Procrastination, who hated anyone that did anything at all. Every time Hayley sat down to write a lesson plan, Procrastination would slither into her room. He didn't roar or breathe any fire. He would just whisper. "You can do that later..." "Why not take a little break?" "Just take a little walk outside, it is good for the dog." And Hayley would listen. Every. Single. Time. Until one day, a letter arrived from the school! They needed her lesson plans, as soon as possible! She knew she couldn't delay any longer! She ran to her room to finish her lesson plans, but there Procrastination was laying across her laptop lazily. "You can do it later." Procrastination said. But Hayley snapped, she had finally had enough! "No! You will go bother someone else because I need to get my work done NOW!" Hayley yelled, stomping her feet and pointing to the doorway. The dragon moved slowly, mentioning something about needing to organize his gold anyway, and left. Hayley knew how to slay the dragon now, all you have to do is start.

Changing education, especially in terms of how we treat Special Education students, is an enormous challenge. However, it’s a change that is deeply necessary. The way these students are often perceived and treated by the general population in schools is problematic. Too often, they are met with stares, whispers, and judgment. They are seen as difficult, unworthy of proper education, or somehow less deserving of respect because they act differently. This mentality needs to change if we want to create an inclusive, supportive educational environment for all students. In my experience as a Special Education teacher, I’ve seen these students treated in one of two harmful ways: either infantilized as though they cannot comprehend anything, or excluded, treated as though they do not belong. Both of these attitudes are deeply damaging. For example, I once had a student approach me and share that an administrator continually called them a pet name, despite the fact that they had expressed, on multiple occasions, how much they disliked it. The administrator assumed that using a “cute” name would be endearing, but it was infantilizing and dismissive of the student's preferences. The issue of isolation is even more problematic. In one instance, an unnamed principal wanted to move the classes for students with Intellectual Disabilities and Alternative Academic Foundations to a secluded corner of the school, far away from other students, the nurse, and the cafeteria. Their reasoning was that the rooms were needed for other purposes, like meeting rooms. This move wasn’t about improving the educational experience for these students; it was about removing them from the broader school environment, as if they were a burden or something to hide. This kind of exclusion only reinforces the damaging belief that these students don’t belong in the same spaces as everyone else. Society often views disability as a burden, and while I don't subscribe to that belief, it is a sentiment that many people hold. The mindset that disability equals burden needs to change. We must move away from the idea that those with special needs are inherently "less than" or “other.” If we can change the way Special Education students are perceived, we can change the way they are treated. They deserve respect, dignity, and the opportunity to fully participate in their education and communities. One of the most successful models I’ve seen is the incorporation of work ethics in a coffee shop setting. This model not only integrates Special Education students into the daily routines of a school but also gives them a sense of purpose. In these settings, students get to interact with teachers and other students in meaningful ways, such as serving coffee, which creates a more inclusive atmosphere. Teachers and students alike rely on the coffee shop, which makes the Special Education students part of the broader school community. It's not just about providing a service — it’s about teaching the value of work, responsibility, and social engagement. If we want to see real change, it must begin with fostering empathy, respect, and inclusion. Teachers, administrators, and students can all play a role. Schools can promote disability awareness by integrating it into their curriculum, hosting inclusive events, and ensuring that students with disabilities are not segregated or treated as inferior. Educators should model inclusive behaviors, celebrate diversity, and provide opportunities for all students to interact with each other in meaningful ways. It’s time for a shift in how we perceive Special Education students. They need to be treated as equals, with the same respect and kindness as any other student.