Throughout EDUC 5130, my understanding of inclusive education has expanded significantly. I initially viewed inclusion mainly as classroom-level differentiation. Now, I understand that true inclusion involves deeper system-level change, collaboration, and policy awareness.

One of the most meaningful shifts for me was moving from a deficit-based view of student needs to a human rights-based perspective, where all students are valued equally and systems must adapt to support them. I also appreciated learning how multiple systems—teachers, administrators, specialists, and families—must work together to remove barriers.

This course helped me reflect not only on Canadian practices, but also on how I can combine my experience from India with these inclusive strategies. As I prepare to re-enter classrooms, I feel more confident in advocating for equitable education that meets the needs of every learner.