Final Reflections and Vision Forward
Looking Back, Looking Ahead
Reflecting on my learning in EDUC 5130 – Managing Multiple Systems: Policy and Practice, I now see inclusive education not as a classroom strategy, but as a philosophy of equity that requires collaboration, critical reflection, and advocacy across all levels of education. My understanding has evolved from making isolated modifications to designing inclusive systems and policies that uplift all learners.
The course emphasized the interconnected nature of inclusion: policies, school leadership, resource allocation, multidisciplinary teams, family engagement, and culturally responsive practice all shape student outcomes. Recognizing this complexity has helped me broaden my role from subject-specific teaching to inclusive leadership.
My Commitment to Inclusive Practice
As I prepare to return to the classroom, I carry with me several key commitments:
• To design learning environments that reflect the diverse strengths and needs of my students.
• To collaborate with colleagues, specialists, and families in meaningful ways.
• To be a critical consumer of policy, always asking whether initiatives support or hinder equity.
• To continue learning about Indigenous perspectives, trauma-informed practices, and culturally sustaining pedagogy.
• To be a voice for students whose needs are often sidelined in standard education models.
These goals are grounded in the theoretical knowledge I’ve gained, such as the importance of Universal Design for Learning (UDL) and response to intervention (RTI) — and in my belief that teachers have a moral responsibility to ensure all students feel a sense of safety, dignity, and belonging.
Vision for the Future
My long-term vision is to serve not only as a teacher but as a collaborative leader within inclusive school communities. I hope to continue professional development in areas such as inclusive curriculum design, restorative practices, and special education law. I also see myself eventually mentoring new teachers or contributing to inclusive policy development.
Above all, I want to create classrooms where students are seen, heard, and valued — where their differences are not barriers but sources of strength. This vision is deeply personal, shaped by my own transition to Canada, my experiences as a physics teacher, and now, my transformation through this course.
I will continue to carry the core lesson of EDUC 5130 with me: that inclusive education is not an option — it is a right.