Prior to this course, my knowledge of inclusive education ended at the classroom level of supports—e.g., differentiated instruction, assistive technology, and individualized education plans (IEPs). This course opened my eyes by showing that the true obstacles to inclusion are very often systemic, not individual (Slee, 2018).

Inclusive education necessitates policy literacy and advocacy. I had always thought of a teacher’s work as being purely pedagogical, but this course went out of its way to point out that teachers must also be engaged with policy frameworks, funding models, and institutional decision-making (Sharma et al., 2018). Most of the barriers that students with disabilities would face—insufficient access to support services, under-funded special education, and inadequate teacher training—are most immediately the result of government policy and resource distribution. I recognize that it is an important aspect of being an inclusive educator to actively lobby for policy changes that prioritize equity and accessibility.

•  The second key takeaway from this course was my greater sensitivity to intersectionality in inclusive education. The course led me to consider how disability intersects with other social aspects, such as – Race and Ethnicity: Studies have shown that students of colour with disabilities are overrepresented as requiring special education, based on institutionalized prejudices (Artiles, 2013).
• Gender and Inclusion: The literature suggests that girls with disabilities face more barriers due to gender discrimination and social stereotypes (Hehir, 2005).
• Socioeconomic Status: Learners with disabilities from low socioeconomic status tend to have limited access to specialist care services, assistive technology, and inclusive classrooms (Florian & Black- Hawkins, 2011).

Furthermore, the course focused on inclusive education collaborative partnerships. Role of parents, the community, and school managers in contributing to inclusive learning. Literature examined throughout the course, however, testified that parental involvement is the strongest predictor of student success in inclusive classrooms (Runswick-Cole, 2011). I am eager to create more cooperative relationships between parents and the community for greater support and an inclusive school community.

The biggest obstacle that I would foresee in the realization of inclusive education is resistance at an institutional level. There are still schools that operate on traditional, structured models of education that prioritize standardized testing, predetermined curriculum, and ability-based tracking (Slee, 2018). I now recognize that it takes not only grass-root efforts from educators but also structural transformation against dominant models of education for us to move forward in inclusive education.

Inclusive education is something that has always been important, but in this regard, this course helped me the most. Initially, I thought of inclusion as any attempt to integrate students with disabilities into regular classrooms. I understand there needs to be a paradigm shift and change in the policies, availability of resources, and people’s participation across the institution. This also involves intolerance to some factors such as race, gender, and socioeconomic status. Teachers need to understand and incorporate effective learning for all learners (Liasidou, 2022). Implementing real inclusion also requires advocating for friendly politics for people with disabilities.