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Inclusion and Kant: Are We Treating Clients as Ends or Means?

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When we talk about inclusion, we often talk about policy, access, enrollment, and services. But there is a deeper question beneath all of that: Are we treating children receiving therapies as ends in themselves or as means to something else? The philosopher Immanuel Kant gave us a moral principle that still challenges institutions today. He argued that human beings must never be treated merely as a means to an end. In simple language: people must not be used. Not for profit. Not for reputation. Not for convenience. Not for performance. They must be respected for who they are. What Does This Look Like in Practice? Let’s bring this into the world of therapy and inclusion. A child enrolls for speech therapy, occupational therapy, behavioural support, or learning intervention. The centre says: “We are inclusive.” “We provide specialized services.” “We care deeply about progress.” But we must ask: Are therapy plans designed around the child’s real needs? Or around what the centre can manage...
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When Inclusion Starts With Hope and Ends in Silence

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  I have seen this happen many times. A mainstream school enrolls a child who requires special education support. Everyone is excited. The school wants to “get it right.” They contact a special education consultant. Meetings are held. Parents feel relieved. Hope enters the room. For a moment, it feels like inclusion is possible. Then a second child is enrolled. Then a third. And slowly, something begins to fall apart. 😕 How the System Quietly Breaks Down At first, the intention is good. But intention alone cannot sustain inclusion. What usually follows is painful and predictable: 🔶 Parents begin to do the school’s job.   They explain strategies, follow up on interventions, remind teachers, and sometimes even design learning plans. 🔶 Teachers become overwhelmed.   They are expected to teach, document, intervene, report progress, and still manage full classrooms ... often without enough support. 🔶 Progress reports suffer.   Not because teachers don’t care, but beca...
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When Excellence Becomes a Burden: A Quiet Problem in Education

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  There is something I have observed repeatedly in schools, and once you see it, you can’t unsee it. When an employee shows exceptional ability... works faster, delivers better results, solves problems without supervision... the system responds in a predictable way: They get more work! Not more pay. Not a clearer role. Not better support. Just more work.   How the Cycle Begins It usually starts innocently. An employer notices that one staff member:   executes tasks excellently,   understands systems quickly,  needs little supervision,   and “gets things done.” Instead of asking, “What role is missing here?”  or * “Who else needs training?” the employer asks, “What else can this person handle?” Before long: - tasks meant for two or three people sit on one desk, - new roles are silently absorbed, - and no new staff is hired. The employer is happy. The work is getting done. But underneath the surface, something unhealthy i...
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Self-Leadership: The Skill Educators Can’t Afford to Ignore

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In education, we talk a lot about leadership. Head teachers. Administrators. School owners. Consultants. But very few conversations start where leadership actually begins: with the self . Self-leadership is the ability to guide your thoughts, emotions, habits, and decisions, especially when no one is watching, supervising, or applauding you. It is what determines how far you go and how well you grow in this profession. And for educators, self-leadership is not optional. It is foundational. Before You Lead Others, You Must Lead Yourself Every educator leads something: a classroom, a lesson, a child’s confidence, a parent’s trust. But long before that, you are leading: your mindset, your reactions, your work ethic, your values. An educator without self-leadership may have skills, but struggle with consistency. They may have knowledge, but lack discipline. They may have passion, but burn out quickly. Self-leadership is what keeps you grounded when: the system is frustrating, growth feels ...
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Building Takes Time: Why Educators Must Stop Rushing the Process

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Let’s talk about building. Not launching. Not registering names. Not announcing services. Building . There was a time when being in the classroom was enough. Not because it was easy, but because it was necessary .  Teaching wasn’t something to escape from quickly. It was a place to grow skill, confidence, and identity. A place to learn people, systems, pressure, patience, and purpose. Growth didn’t come with urgency. It came with depth . And as growth happens naturally, desires begin to change. Not suddenly. Not desperately. Gently. You start wanting more responsibility. More influence. More flexibility. Maybe leadership. Maybe management. Maybe supporting others beyond your classroom. Notice this: being more doesn’t always mean owning a business. Sometimes, it means becoming better. Every Phase Is Preparing You for the Next Growth works in layers. Each phase peels something off you and adds something to you. 🔶 The classroom teaches structure, empathy, and real-life pedagogy. 🔶 L...
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Protect Your Confidence: Navigating Undermining Behaviour in Education

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 In the journey of an educator, whether as an employee, an entrepreneur, or a mentor, you will inevitably encounter colleagues who don’t take your efforts seriously.  Sometimes it’s subtle: a laugh, an exclamation, or a comment that seems harmless. Other times, it’s repeated, almost ritualistic, and leaves you questioning yourself. Even small gestures like these can trigger self-doubt. You might ask yourself: “Did I overthink this? Is my work too much? Am I making a fool of myself?” For reflective, sensitive educators, this can shake confidence, and if unchecked, it can slow progress and affect performance. Understand the Behaviour People act this way for different reasons. Some are unaware of the impact of their words; others may be driven by competitiveness, insecurity, or a desire to assert dominance.  It doesn’t matter if they are senior or junior, friend or peer, the effect is the same. From a counseling and NLP perspective, it’s important to separate the behaviour ...
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Be Intentional About Who You Learn From

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As educators, we often think that growth comes from following as many mentors as possible, attending every training, or consuming every piece of advice we can find.  But the truth that isn’t spoken enough: not all mentors help you grow...they can sometimes hinder it! Some mentors may unconsciously take the shine for your successes, claim credit for your progress, or impose their ideas in ways that leave you questioning yourself.  Early in your career, or even later, this can chip away at your confidence and make it harder to trust your own instincts. Follow Those Who Look Like Where You’re Going It’s important to follow mentors who inspire you without threatening your independence.  Look for those who model what you want to achieve, not just the loudest voices on social media.  You don’t need a dozen mentors with conflicting philosophies. T oo many perspectives can confuse you, especially when you’re still figuring out your path. Protect Your Agency and Confidence A ...
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