Looking back over the past several weeks, I’ve realized how much this course has deepened my understanding of what it truly means to teach inclusively and intentionally. My first epiphany came when we explored assistive technology. I used to think of AT as something only specialists handled, but now I see it as an everyday classroom tool that empowers independence. Whether it’s a pencil grip or a communication app, the right support can transform a student’s confidence and engagement.

My second realization was about positive behavior support (PBIS). Before, I saw behavior management as a set of rules and consequences, but PBIS reframed it for me as proactive teaching of social and emotional skills. It’s about celebrating growth, not just correcting mistakes—something that resonates deeply with my belief in meeting students where they are.

Finally, I had an “ah ha” moment when learning about emergent bilinguals. I understood for the first time how valuing students’ home languages strengthens—not hinders—their English learning. Language isn’t a barrier; it’s a bridge. This shifted my perspective on creating a classroom where every student’s identity is honored and seen as an asset.

These epiphanies have changed the way I view my role as an educator. I don’t just teach content—I build pathways for every learner to succeed, feel valued, and thrive.