Why I Chose Special Education: A Passion for Inclusive Learning & Advocacy
A future educator’s personal experiences with the disparities in special education services fueled a commitment to equitable support for all students, prompting a pursuit of a Master of Arts in Teaching – Special Education (MAT-SPED) at Oregon State University.
Driven by observations of inconsistent support systems for individuals with disabilities, the aspiring teacher aims to address systemic inequities and advocate for individualized education plans tailored to each student’s unique needs. The motivation stems from witnessing the contrasting experiences of a brother and a friend’s daughter navigating special education, revealing differing levels of assistance and treatment based solely on their disabilities.
“It didn’t feel fair. It still doesn’t,” the future educator stated, reflecting on the initial impetus for entering the field. “That contrast opened my eyes to the inequities that exist and it strengthened my resolve to be part of the solution.”
The core belief underpinning this educational philosophy is that the system should adapt to the child, rather than the other way around. This perspective is rooted in a desire to create a learning environment where every student feels valued, represented, and empowered, regardless of their challenges. The goal is to foster a sense of self-belief and capability, enabling students to pursue their aspirations despite external limitations.
Early coursework within the MAT-SPED program has reinforced these convictions. Classes in collaboration and inclusive teaching have shifted perspectives and clarified the potential for impactful change. A course on assessments and another on special education law provided crucial context and accountability, highlighting the ethical responsibilities inherent in the profession. These courses challenged pre-conceived notions and offered insight into the decision-making processes affecting students with disabilities.
According to a 2017 report from Brookes Publishing, siblings of children with disabilities often experience a complex range of emotions and require sensitive support from adults. The report emphasizes the importance of acknowledging these feelings and providing opportunities for siblings to connect with peers. Public Law 94-142, passed in 1975, guaranteed a free, appropriate public education to all children with disabilities, supporting over one million children previously excluded from public education, a historical context that underscores the ongoing need for advocacy and equitable access.
The program’s online and asynchronous format necessitates a proactive approach to community building. The aspiring educator emphasizes the importance of establishing a supportive network, crediting the connections made with peers as essential to their progress. “I would not be where I am today without the people who have supported me along the way,” they said, acknowledging the profound impact of this community.
The program is scheduled to continue with further coursework and practical experiences, building upon the foundation laid in the initial terms.