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In Kindergarten, I had class with "David" who worked with a paraprofessional, who I thought for most of the year was David's personal teacher. I never understood why my teacher paid little attention to David. At the end of Kindergarten David went to a different school and was left back. Being the close knit town and class we were, everyone found out before Kindergarten was over, and judged him for that. Throughout elementary school during town wide events people pretended like they didn't know who David was and ignored him.

Note: I went to a K-8 elementary school. Students experiencing disabilities were moved to another elementary school in district if they were labeled with learning related disabilities. In 6-8 grade they would then come to my school and spend either some of the day in a self-contained/special education classroom or most of the day (besides music, gym, Spanish, or art class)

Understanding of inclusion: You can't be in the same classroom if you have a disability, and if you have a disability you will not be included and will get left back.

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Throughout elementary school I was jealous of classmates who got to leave the room for pull out services. I never associated pull out services with special education, however there was an overall feeling that students leaving the room were somehow less smart. I felt that I was missing out and these students were getting out of work and leaving the room to have fun.

Understanding of inclusion: Kids who get pulled out of the classroom can't be included because the information is too hard for them so they can leave to play games or do easier work.

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In sixth-grade, students who were once isolated in a separate school in my town were moved to a self-contained classroom in my school. In homeroom I met "Sammi" who experienced autism and was often ignored by all of her peers, which bothered me terribly. Often kids mocked Sammi, but I stopped them. Sammi and I talked during homeroom, joked around, and laughed. During parent teacher conferences instead of talking about my academic success in English, my homeroom/English teacher cried to my mom to tell her how "beautiful" it was that I talked to Sammi like she was a "regular" sixth grader. When my mom shared the conversation with me I was extremely bothered. Me having a regular conversation with another classmate should have never been a reason for a teacher to cry. She definitely didn't cry and tell my mom how beautiful it was when I talked to other friends in class.

In seventh grade, I was nominated to be a Peer Mediator. One of the duties of a Peer Mediator was to spend one lunch period playing with the self-contained classroom, which I never understood and found more harmful.

In eighth grade I was so bothered by the treatment I noticed I became friends with "Shani" who I met in gym and spent most of the day in the self-contained classroom. Shani was often ignored during gym and throughout the day, but I wanted to get to know her. I invited Shani one Friday night to come out with my friends and I to get pizza. Shani, my friends, and I had a great time. Everyone had the opportunity to learn more about Shani rather than just the classroom she was placed in.

Understanding of inclusion: Students are really not included, except in less rigorous courses like gym. This causes students receiving services to be alienated, pitted, and made fun of.

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In high school I had an opportunity to work with a third grade classroom in town to receive credits for my high school class, tomorrow's teachers. One of the students I worked with was "Deryn" who lit up every time I came to the class. The teacher described "Deryn" as "lazy" and "looking for answers." The teacher was seasoned and my Tomorrow's Teacher instructor taught us to never criticize the teacher since they have the degree, but I couldn't help totally despise the teacher's way of thinking. Maybe Deryn wasn't lazy and just needed a teacher who would motivate her, encourage her, support her understating, and not ridicule her in front of a third grade class.

Understanding of inclusion: Inclusion means students with IEPs and without are in the same classroom, but that doesn't necessarily mean they are receiving any better academic or social supports than self-contained classrooms.

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While in high school my younger sister (elementary age at the time) was labeled with ADHD, and it was the worst year of her life. My sister's teacher made her cry at least once a day by embarrassing and belittling her in front of the entire class. From that point I knew I wanted to work with students labeled with disabilities because I felt that too many times I had experienced teachers belittling and disrespecting those labeled with disabilities, and then causing peers to turn on their classmates or think differently of them.

Understanding of inclusion: Inclusion should go beyond just housing students with and without IEPs in the same room.

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At Montclair State University I took Disabilities Studies solely because I needed additional credits, it was online, and I has some interest in the material. I learned about medical vs. social model of disability, and everything I experienced and once angered me made more sense, and angered me more. I began to think critically about how poorly individuals experiencing disabilities were treated and began taking action. I was able to reflect on my own harmful ideas due to the social constructions, which I thought were natural, about disability.

Understanding of inclusion: Inclusion should not be solely an educational practice, rather it should be a societal practice.

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I began volunteering at a non-profit organization that worked with and supported adults and children experiencing disabilities. I treated everyone how I would treat my friends, instead of some sort of alien, like most people treated individuals experiencing disabilities my entire life. After two short months of volunteering I was offered a full time position working as a Direct Support Professional at a Day Habituation Program, and there is where I really learned about inclusion. From confronting my own personal biases, fears, and learning about different life experiences and tools for supporting learning such as adaptive equipment.

Understanding of inclusion: Inclusion should take place in institutions, decision making practices, and legislation that affect and "disable" people.

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Throughout my teacher education courses I have learned about alternatives to self-contained classrooms since that is all I once knew. I understood I wanted to be a teacher in an inclusive classroom. I once thought inclusive meant just including adults labeled with and without disabilities, but I began to understand that means including all students in curriculum, education, tools, and practices.

Understanding of inclusion: My educational experience never exposed me to inclusive classroom settings. College courses made me understand that students should belong to and within the classroom in order to be considered "included." Students should be thought about, planned for, and supported. All students should be thought about and included because all learners are diverse, not just those with IEPs.

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I want to learn more about creating inclusive environments for all learners, especially those who need more of a challenge. A lot of focus is on students who need more support, but those in need of challenge are often forgotten, which is also problematic.

Understanding of inclusion: All learner's need to be supported whether they have an IEP or not.