Surprisingly, I remember my first day of preschool, not many details, but there is one thing that will stick with me forever. My mom walked me into the classroom with the yellow door and said goodbye. After she walked out, my stomach dropped. I was terrified. As I began to cry, my teacher came to me. She hugged me, promised me my mom would be back, and showed me school was a safe and inviting place for me to learn. From the first day of my education in a classroom, I felt cared for by my teacher. She set my standards of one of the many roles a teacher would play in my life. A positive school experience begins with the teacher. As I embark on my own journey as an educator, I will do everything in my power to invoke the sense of belonging and security I experienced that day in every student I encounter. 

    A sense of belonging has been hypothesized to be a fundamental need of human beings. It is detrimental when a student feels they do not belong in the school community. These students are at a higher risk for lower academic achievement, dropping out, mental illness, and criminal activity. This goes to show that inclusivity in schools is crucial in achieving equal opportunity for all. To promote an inclusive environment in schools, teachers must implement restorative practices and different pedagogical approaches. The successful execution of these practices results in an inclusive school community that improves all students' academic achievement, well being, and sense of belonging. 

    Students with disabilities take the brunt of the consequences of failed inclusion, therefore it is essential to offer them the skills and support they need to develop a sense of belonging in the school community. Oftentimes, students with disabilities lack social and emotional skills. It is critical to address these deficits. Experiencing the benefits of social and emotional instruction first hand has shown me the positive impact it has on self-esteem, academic achievement, mental health, physical health, relationships, and overall well-being. Addressing social and emotional intelligence is necessary for academic achievement. The longer it takes for a deficit to be addressed, whether emotional or academic, the harder it will be to correct. Therefore, intervening as early as possible for essential skills helps create a solid foundation for students to build upon throughout their life.  

    My goal of teaching is to assist and motivate students to reach their full potential and fulfill their aspirations. In order to do this, it is imperative to look at each student as an unique individual. Every student possesses different learning styles, strengths, needs, abilities, and knowledge. As a teacher, it is my job to know each one of my students on a personal level in order to curate lessons that will support and promote their interest, engagement, and understanding of the topics at hand. To ensure a student attains mastery in my classroom, I will consistently reflect on the strengths and weaknesses of my lessons in order to adapt my approach accordingly. By offering various levels of support and instruction, my students will be given the tools they need to reach their full potential. 

   Education is a lifelong process that occurs through experience. Not only is education formed by society, but it also forms society. Because school is considered one of the main sources of education, it becomes the foundation for the society of future generations. When schools achieve an inclusive experience that promotes the success of all students, other aspects of society will follow in those footsteps. Because people with disabilities often suffer the consequences of failed inclusion the most, as a special education/diverse learners teacher, I will persistently advocate, coordinate, reflect, and grow to ensure my classroom and school are inclusive environments that support and celebrate all students’ academic achievement, social and emotional well-being, and individuality.