As a Resource Professional, I believe in ability over disability. I believe every child is competent and able to reach their fullest potential through appropriate supports and resources. My roles and responsibilities include identifying children's interests and strengths and creating strategies for educators and families to apply in classrooms and home environments.
My mission as a Resource Professional is to ensure each child is given equitable opportunities, supports and resources based on their different needs and areas of strength, enabling them to succeed to their fullest potential.
Some of my core values include equity and diversity. In this field, equality cannot guarantee success for all children. Equality entails providing each child and family with the same resources and supports. It is my job to recognize that every child is different and what works for one child may not work for another. Equity is what I stand behind - providing individuals with the appropriate supports and resources that work best for them and allow them to be successful. I also believe in the acceptance of everyone. I am accepting of all individuals and have an open mind. I am always welcoming and ready to learn about new cultures. I want to continue learning about diverse individuals and their practices so that I can better support them. I stand by my firm belief of acceptance of others and hold high respect for others' abilities, races, religions, cultures, diversities and beliefs.
As a Resource Professional, I believe in working as a team with families and educators. This requires being open-minded and accepting of new people and new ideas. I believe in collaboration with families as well as communities. It is important to network and build community relationships. This allows me to build awareness of all available supports and resources within our communities. My practice is guided by innovation, accountability, respect, diversity, empathy, trust, integrity and commitment to children, families and the community. It is my goal to embed these values into my practice through connecting with families, being understanding and empathetic to their circumstances and respectful of their choices. Since families are children's first teachers, it is crucial that I actively listen to families and reflect their wants and needs in my specialized plans for their children.
As a Resource Professional, I use my credentials to advocate for those who do not yet have a voice. I stand confidently and strive to provide each child and family with the resources and supports they require for success. I believe that each individual is capable and I strive to show them that they can be whatever they want to be. I remove barriers for those with varying abilities, by promoting inclusion and acceptance within childcare programs. I aim to create a positive journey to success. I do so by advocating on their behalf, while also teaching them to be their own advocates. I find ways to show them what they are capable of and that there are no “disabilities” only different abilities.
A personal experience I enjoy sharing with others is a past placement I completed in a kindergarten classroom in 2020. On my first day, I walked in and the educator told me they had a student in the class diagnosed with autism. She told me that he was non-verbal, did not make eye contact or physical contact and did not participate in circle time. She also informed me of many more things this child could not do or would not cooperate with. I decided that I needed to advocate for this child and give him the additional support he needed. I spent 20 minutes with him, and we shared a focus on an alphabet book. The child was able to open his hand for me and let me trace letters in his hand. While doing so, he made eye contact with me, he was faintly repeating some letter sounds I made, and he was grabbing my finger and using it to point to pictures in the book. I advocated for this child by sharing with the educators what he was able to do, and I provided them with teaching strategies that he seemed to like and respond to. Over the course of my stay in this kindergarten class, I would later notice the educational assistant sitting with the child tracing letters in his hand and engaging in play. By the end of the semester, the child was running around the classroom making letter sounds all day. I was happy to see this and know that I was able to be his voice by telling the people around him what it was that he needed to become successful. I was able to improve the classroom support he was receiving by simply spending some time with him and sharing my observations. Advocacy does not need to be a huge movement. Sharing simple thoughts and ideas with others can make a huge difference in someone's life who has yet to learn to self-advocate. I hope that through watching me advocate for him, one day he will know how to advocate for himself.
I create inclusive classrooms through observations and interpretations of children's interests and behaviours. I believe that integration and inclusion do not mean changing the individual to fit the environment but changing the environment to be appropriate, accepting and supportive for the child.
I feel that, as a Resource Professional, I have the power to improve the quality of life for those with varying abilities. I can encourage positive development and foster success. I am dedicated to making an impact on the lives of children and families within my care. I strive to make an impact in this field by giving children and families their own powerful voices. I use my knowledge, networks, confident voice and advocacy skills to provide each child with the opportunity to reach their fullest potential, regardless of the challenges and barriers they may encounter.