Play for Every Ability.

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Through the interactive session, I have come to realized that my earlier understanding of inclusion was too narrow. I used to think that inclusive play is simply allowing students with disabilities to be present in the classroom, but our lesson underscored that true inclusion requires a deliberate commitment to Universal Design for Learning(UDL). The core insights for me were that children with disabilities share the exact same developmental needs as their peers; the need for success, social connection, self-esteem and play is the most powerful vehicle to ensure those needs are met. 

A highlight of this session was the creative activity where we were asked to reflect on how play can be adapted, and I chose to express my ideas of 'Chocolate' through a poem. Writing this poem allowed me to process the idea that play is a universal language; it does not require a specific physical or cognitive ability to be 'fluent' in the joy of discovery. 


As I look ahead to my future classroom, I am determined to be a teacher who looks past labels and focuses on a child's strengths. Whether it involves modifying environments to support physical disabilities or using sensory-rich play for those with autism, I now see that my role is to act as an 'architect of participation'. I feel confident that by applying the principles of differentiated instruction and embracing a growth mindset, I can create a space where every child, regardless of their unique path, has the opportunity to thrive through the power of play. 

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