I, too, studied to be a teacher – planning to teach English and art.
After being grilled by the Dean of special education, I was able to help them see the different ways I could work with students by using an overhead projector, having students write on the blackboard, rearranging desks so that I could get to each student at their seats, and also deal with students’ questions if I was sitting at my desk. I was able to show that I could lead a class out the door in a fire or drill in my motorized wheelchair to get them to safety. I was admitted to the Faculty of Education with the blessing of the Dean.
One year my timetable was such that the only additional course that would fit in happened to be Special Education. I definitely did not want to be a special education teacher because I had been forced to go to a segregated school for kids with disabilities that was attached to an institution for the same group of kids. I did not feel special education was “special” or “educational”. I did not want to be part of keeping that engine running. However, I decided to take the course anyways knowing that I could always drop it if I hated it.
As it turned out, the Special Education course was led by a professor who was a strong advocate for full integration! This contact launched my entire career. On her recommendation, I was hired to work at a private college running adult literacy programs for people with disabilities, people on social assistance and people in jail. This qualified me a few years later to work in government when they were setting up adult literacy programs and wanted to ensure they include marginalized groups. I worked my way up in government to a management position and eventually to a director position responsible for accessibility, inclusion and anti-racism in one government ministry.
Now, I’m retired and get to do advocacy related to accessibility for people with every type of disability. It was a great road for me!