This semester I have undergone the process of intrapersonal and societal reflection.

have observed, questioned, and changed from the experiences from this class. After volunteering

for Special Olympics ALU, I was struck with the notion that communities matter. Although the

notion does not sound revolutionary, its significance cannot be undermined. Communities are

essential to living a healthy and fulfilling life. Everyone needs supportive communities that are

emotionally supportive, validate one's feelings, and are willing to be the support for whoever

may need it. Reading Rules by Cynthia Lord and The Power of Disability by Al Etmanski made

me realize the importance of a supportive community even more. Upon further reflection, I

realized that the need for supportive and accessible communities is also stressed in the COE

mission and vision statements, further aligning the notion with my professional growth. The need

for inclusive, accessible, and supportive communities is essential to creating learning

environments where students feel safe in.

Volunteering for the Global Messenger I class for Special Olympics ALU was an

unforgettable experience. In the session I volunteered for, the athletes presented the speeches

they had written earlier in the weekend. One of the athletes became anxious while giving her

speech, and she cried, wanting to give up. However, the rest of the class immediately jumped in,

telling her how great she had done already, that she was brave to even stand in front of the class,

and to be more confident in herself because they could see the strengths she could not. The

compassion I saw that day changed my entire outlook on life. I had always understood that

communities are important, but it was not until then that I realized just how essential they are.

Creating a supportive community, like the athletes at ALU, is something I want to include

in my future classroom. I want to create communities that foster support and growth; that is

accessible and inclusive to all. These communities will allow students to rely on each other and
me. When confused, upset, anxious, or in need of extra support, the community I aspire to create

will be there, ready to help them through whatever they may be going through. It is not enough

to simply say I will create this community, though I must take active steps in establishing it and

be conscious of the accessibility of my community.

Those with disabilities are often bared and isolated from many of their communities.

After Jason, a boy who uses a wheelchair and communication book, invites Catherine to the

community dance, she is left with conflicted feelings. Catherine enjoys the time she spends with

Jason at the clinic, but outside of the clinic, she is reminded that not everyone accepts those with

disabilities. Catherine tells her mother, “Other places, people stare. Or they hurry away, and I

know what they’re thinking. ‘Oh, isn’t that too bad,’ or ‘What’s wrong with that kid?’ or ‘Whew,

I’m glad that’s not me.’ I get so sick of it” (Lord, 2006, p. 150). This hypothetical interaction

between Catherine and strangers shows why creating inclusive and supportive communities is

necessary. Had there been more supportive communities in the book, I highly doubt the strangers

would have those thoughts. The best way to combat ignorance is education, and education is

much more meaningful when accessible, inclusive, and supportive communities are formed.

The Power of Disability also frequently mentions communities and their importance for

individuals and their societal role. Many interviewees stated that communities helped them

survive and find their place in the world. Far too many spoke about never finding a community

that met their needs before the disability community, which is great that they found a community

that works for them. Still, they should not have to feel isolated and othered in non-disability

communities. The community I hope to create will take inspiration from this book, particularly

lesson 9. My community will be designed as “a system for inclusion form the start, not after the

fact” (Etmanski, 2020, p. 141). It will be based on the understanding that accessibility, and
therefore inclusion and support, is the responsibility of the community as a whole, not the

individual (Etmanski, 2020, p.135).

My time at the COE has taught me about the importance of inclusivity and accessibility,

this semester more than ever. This semester I was encouraged to rewire the way I think about

society and disability, and what that means for me as a future educator. Thanks to this continual

reflection, I have developed a plan for building inclusive education. I will establish a safe

environment for my students through the community I create as a future educator. This

community will acknowledge different abilities, cultures, genders, sexualities, races, and

experiences. It will be inclusive and accessible to individuals of all backgrounds, providing

support and care for each individual. However, I do not intend to apply this ideology to my

community alone. The physical environment of my classroom and the material I teach must also

stem from the same ideology. In order to create a truly accessible and inclusive community, I

must continue to reflect on myself and the world, listen to my communities, and actively work to

make my community and classroom a safe space regardless of background.

 References

Etmanski, Al. (2020). The Power of Disability: 10 Lessons for Surviving, Thriving, and

Changing the World. Berrett-Koehler Publishers.

Lord, Cynthia. (2006). Rules. Scholastic Paperbacks. E-book.