My favorite 5 minutes inside the classroom was during our reality orientation. For the first time since the beginning of the school year, all four of my students were seated by their desks at the same time. This was a happy and fulfilling moment for me as their teacher.

It is important for me to make my students' parents feel comfortable. I take note of the way I approach them- from the volume and tone of my voice to the words I impart to them. I want them to know that they can trust me with their concerns and that I am open to their feedback and suggestions. Another way I connect with my students' parents is consistent communication. I update them with their child's progress and areas of concern. This is my way of ensuring their involvement in their child's development. My students' parents are as important to me. My role as a teacher is to collaborate with them for the holistic development of my students.

I grew up hearing my mother tell me that she wanted to be a teacher herself, but she asked me to take up nursing instead. I followed, and I appreciated all the things about taking the course, passing the exam, and eventually, working in a hospital setting. After a year, I asked my mother's permission to let me teach instead. I knew way back in high school that I wanted to be a teacher. I am aware that both vocations are of service, but I found a much more fulfilling mission as I teach students, particularly those with special needs. It is not just about teaching them, but more on teaching myself. The experience I have with my students taught me more to appreciate simple things, and at times, things that are taken for granted. Most of my students are heavily challenged, physically and cognitively; but these kids will teach you to be grateful and to celebrate even the littlest ounce of improvement. Just seeing them sit down, follow, and gradually improve gives me a reason to just keep on imparting myself to them. I am also a proud aunt to my 18 year-old niece with Autism Spectrum Disorder. It is true that you cannot fully empathize until you have one in your family. With this, I was thinking that this is the reason why God let me be where I am now.

Physical Therapists in a school setting make sure that there is a balance between physical fitness and physical activity. Two of which may sound similar but both encompass a myriad of concepts. The first one focuses more on the physiologic components of a student’s current state and the later, focuses on the gross motor abilities and the quality of a movement. Physical Therapists in a school setting, can work hand in hand with coaches to provide adaptive modifications and safety precautions to students with different physical abilities. Screening assessments to catch and address different musculoskeletal conditions up until referral to fabrication of an orthosis and other adaptive equipment are also some of the roles of a PT in a school setting. Proper ergonomics and proper body mechanics not just for the students but also for the faculty are also within the scope of our practice as we get to share our knowledge to keep everyone’s physical well being our utmost priority.

I always knew that serving children is my life’s purpose. Choosing to be a Physical Therapist in a school setting is more fulfilling as I get to work with my students in their classroom, in the therapy room, and even on a home program if necessary. Seeing them progress from our initial meeting up until they have reached their full potential is truly a rewarding experience. One thing I am grateful to witness in a school setting is when the prerequisite motor skills have been translated into a better performance across all settings; be it being more attentive during classes from a better posture and hormones released after a bout of movement, being able to jump and participate among their peers during a fitness class and ultimately, tolerate the physical demands at a work setting. Working in a school setting with my quick-witted colleagues, I often get referrals regarding noticeable or even probable musculoskeletal conditions that might be detrimental in the long run if not properly screened and referred to the right medical professionals. Being able to share my knowledge and improve the quality of life of our students’ are some of my duties and I get to do it in this setting. The Vanguard Academy, has a multidisciplinary team that does all the thinking beyond their capabilities just to bring the student’s overall being above and beyond. I have chosen to serve here to mold our students into the person they are ought to be– or even beyond what we may actually think they could be.

One of the main reasons why I love working at The Vanguard Academy is the work environment. I find that it is always a pleasurable experience when I get to collaborate with my co-teachers. I can always expect to gain new knowledge as I learn from their perspectives since our backgrounds and experiences differ from one another. It is also highly motivating to work with people who are quintessential models of resilience and adaptability. Additionally, the parents of the students are continuously supportive with our activities. We are all nurtured by the harmonious atmosphere that blossoms from the shared value of acceptance and compassion of this school community.

As an occupational therapist, our essential role in an inclusive school like The Vanguard Academy is diverse. One, we collaborate with teachers and other specialists, such as behavioral therapists, physical and speech therapists, reading interventionists, developmental pediatricians, and child psychologists, to create inclusive environments that cater to the unique needs of our students. Two, we assess students' functional abilities and challenges with the help of standardized tools we use, helping to identify strategies and accommodations to optimize their participation in the classroom and school activities. Third, we work on enhancing students' fine motor skills, sensory processing, and self-regulation, critical for students’ education participation, one of the occupations of a student. Occupations refer to the everyday activities that people do as individuals, in families, and with communities to occupy time and bring meaning and purpose to life. Occupations include things people need to, want to, and are expected to do” (WFOT, 2012a, para. 2). Third, through our planned interventions, we address sensory sensitivities, motor coordination difficulties, and sensory integration challenges to enable students to engage effectively in the learning process. Our interventions extend to supporting students with their activities of daily living, such as feeding, toileting, personal hygiene and grooming, and dressing, to foster independence and self-esteem. Furthermore, we play an important role in helping our students if they need assistive technology, adaptive equipment, and/or augmentative and alternative communication (AAC) devices, ensuring they have the tools they need for effective communication and participation. Our goal is to empower students to overcome physical, sensory, or cognitive barriers and access a full and inclusive education.

I am an occupational therapist for ten years now. I have been an academician for 3 years, and I also work as a clinician and a school-based OT at the same time. I have chosen to stay and practice as a school-based therapist, specifically at The Vanguard Academy, for the reason that I enjoy helping my students and I have the opportunity to work closely with teachers, parents, and other specialists to create a collaborative and supportive community. Additionally, I get to experience working on the IEP of our students, which is unique to our practice. Children spend almost all of their day in schools, making it an ideal place for addressing their needs, and that is the school setting (through push-ins) and the clinic setting (through pull-outs). The impact of our profession extends beyond academics; it influences students' overall well-being and future chances. Being part of the TVA community allows me to witness firsthand the transformation and growth of students, which is incredibly rewarding. In this setting, I can make a meaningful difference in the lives of children with diverse abilities and contribute to their inclusive education and their future success.

Inclusive education (IE) means equal opportunities for all children, regardless of their abilities, disabilities, or backgrounds. It promotes diversity and recognizes that each learner has unique strengths and needs. It is about creating an environment where all learners thrive academically, socially and emotionally.

IE, however, is complex and multifaceted. In fact, its interpretation and implementation can vary both in research and practice, particularly because there are many stakeholders. Policymakers, administrators, educators, parents and students may differ in perspectives, priorities and challenges, which can impact how IE is being defined and practiced.

Furthermore, teachers' classroom experiences may differ from the ideals of IE due to various factors, such as limited resources, class sizes, and a lack of training or support. These challenges can make it difficult for teachers to fully implement inclusive practices, but it is important to recognize that IE is an ongoing process that requires collaboration, continuous learning, and adaptation.

Despite the complexities and challenges associated with inclusive education, its core essence is social reform and justice. Through our commitment to inclusivity, we can actively contribute to the creation of a more equitable and inclusive society that benefits everyone.

Teaching children of all abilities is intense work day in and day out. It requires careful planning and implementation of differentiated instruction, accommodations, and modifications to ensure that all students can access the curriculum and make progress. It entails managing and addressing different behavioral challenges. It can be time-consuming because teaching a diverse group of learners with varying abilities means competing demands of individual students. It is incredibly challenging. It can be mentally and emotionally taxing. Therefore, I think the most challenging aspect of teaching children of all abilities is to keep your own motivation and passion for teaching in the long run. It requires that you become just as intentional with your own pursuit of personal health, joy and relationships outside work. Keeping the balance between your passion and life is tricky as teaching is just as personal, but it is essential so that when you get back to the classroom each new day, you are the best version of you that your students deserve.

Nonetheless, teaching in an inclusive classroom offers immense rewards. It allows for personal growth and development as educators continuously need to be creative, flexible, and adaptive in our teaching methods, expanding our knowledge and skills in addressing diverse learning needs. And, the best part? The positive influence we can have on one student can create a ripple effect that extends to future generations.

I have always been a people person. I find joy in meeting individuals and making meaningful connections with them. At the Vanguard Academy, both my purpose and desire are fulfilled as I teach and learn with my students, share stories with their parents, and laugh with my colleagues and the school's staff everyday. I feel honored and humbled at the same time because I am blessed to be in this rewarding profession. The Vanguard Academy has helped me achieve my goal of serving and sharing a part of myself for the benefit of students of all abilities and their families.

Everyday is a unique experience for me as a teacher at The Vanguard Academy. I get to be surrounded by wonderful students and genuine people with a big heart for kids. As a teacher, I treat greetings and farewells as the best parts of my day. I look forward to welcoming my students and making them feel seen and heard upon entering the classroom. Their intentional gazes, hearty smiles, playful giggles, and random stories fuel me in the morning. Farewells are equally important since I get to tell them how much I appreciate their efforts. No matter what happens during the day, I remind them that tomorrow is another day, and we can try again. It is indeed one of my favorites because I feel accomplished, too, when my students go home happy, safe, and eager to come back the next day. I believe the first and last few minutes of being with the kids are crucial as they will affect a student's feelings, motivation, and learning. I make sure that my greetings and farewells are eventful. I make them count.

I chose to apply for The Vanguard Academy because of its proactive and collaborative approach to creating futures for learners of all abilities. The school's mission and vision aligns with the kind of teacher I am and the one I am aspiring to become.

As a teacher, I strive for and hope to sustain an inclusive, just, and safe world. Every day at this school presents learning opportunities to become rich in people-centered experiences that are integral to the kind of education we need in today’s society. Being a Vanguard has allowed me to see these hopes come to reality while continuously challenging me to grow as an individual and professional.

Thinking beyond means going the extra mile. At The Vanguard Academy, we practice thinking beyond whenever we take the time to ask questions and allow curiosity and collaboration to thrive among learners, colleagues, and stakeholders.

We think beyond when we make meaningful connections with community members - from encouraging multiple, creative learning pathways and promoting independence to exploring individual growth, socialization, and life after school.

The Vanguard Academy thinks beyond because we constantly work towards building a society where all abilities are celebrated and empowered — what a joy it is to be part of a place where no one gets left behind.