My teaching practice at Drukgyel Lower Secondary School has been one of the most rewarding experiences in my journey as a future teacher. Among the many experiences I gained, one of the most valuable experiences is working with the children with disabilities and it has taught me lessons that cannot be found in textbooks.
Before coming to the school, I had very little experience interacting with children with diverse needs. I was unsure about how to approach them and worried whether I would be able to support them effectively. However, as I spent more time with them, I realized that teaching is not only about delivering lessons but also about understanding, accepting, and connecting with every learner. During my teaching practice, I had opportunities to interact with children with autism, Down syndrome, and some students with speech and communication difficulties. A few of them were unable to communicate verbally, and at first, I found it difficult to understand their needs and emotions. There were moments when I did not know how to respond or how to make them feel comfortable. Gradually, I learned that communication does not always require words. Their facial expressions, gestures, smiles, and reactions became ways through which they expressed themselves.
One experience that remains close to my heart was when a student who rarely interacted with others responded positively after several days of patient encouragement and support. Although the response was small, it brought me great joy because I realized that every little achievement matters. These moments taught me the importance of patience and consistency. Working with these children helped me understand that every learner progresses at their own pace. Some students needed repeated instructions, while others required more time and individual attention. Instead of becoming frustrated, I learned to adapt my teaching strategies and celebrate even the smallest progress they made.
What inspired me the most was their innocence, determination, and ability to bring happiness to those around them. Despite the challenges they faced, they showed enthusiasm and genuine affection. Their smiles often brightened my day and reminded me why I chose the teaching profession. Through these experiences, I learned that inclusive education is not simply about providing access to education for children with disabilities. It is about creating a caring environment where every child feels accepted, respected, and valued regardless of their abilities. Drukgyel Lower Secondary School has shown me the true meaning of inclusion and has helped me grow not only as a teacher but also as a person.
Looking back, I can confidently say that these children taught me far more than I taught them. They taught me patience, empathy, compassion, and the importance of seeing strengths rather than limitations. The lessons I learned from them went far beyond the four walls of the classroom, and I will carry these experiences with me throughout my teaching career