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Community Service Reflection For Grant Dunbar
Community Service Reflection For Grant Dunbar
education classrooms) for 5 years. My most impactful attribute, I think, is finding ways to connect with
each individual student. One way I do this is through basketball. I love basketball, and so do many of my
students. In the past, a few of my students have showed interest in playing on the school team but have
been denied the chance for a variety of reasons. This always bummed me out because sports, especially
at the middle school level, are much more about building relationships and work ethic than the actual
game. I decided to enquire about the possibility of these students playing on the team if I joined them to
help facilitate drills. Administration, parents, and the students all approved, and so began the nearly
One surprising way that this related to my professional growth as an educator was that I got to
practice advocating for my students. The more time I spend in special education, the more I realize how
important this will be. Throughout the entire experience, I had to advocate for these students to
administration, to their teachers, to their coaches, to their parents, to their student peers, and
sometimes even to the students themselves. None of these groups were explicitly against the inclusion
of these students, but they certainly had their questions. Some of these questions regarded safety, while
others regarded logistics (transportation was perhaps the biggest hurdle). I learned that advocating can
be complicated. I learned that advocating can be complicated. There isn’t always a right or wrong
answer. The important thing, I learned, is to have the conversations and make sure that any decision is
I also enjoyed getting a chance to facilitate legitimate inclusion. Perhaps the most rewarding
aspect of the experience was in the hallways during the school day. Before the basketball season, the
students involved were extremely shy in the hallway. This made some sense though because, outside of
their self-contained classroom, they didn’t know may other students. Even as the season began, the
students were quite shy at practice. By the end of the season, we couldn’t go through a transitional
hallway period without stopping eight times to say high to their fellow teammates. It provided me with
personal, first-hand evidence of the power of inclusion. My student’s school experience was objectively
enhanced. Additionally, this had a positive affect on the general education students who were involved.
Those student relationships are still alive and will continue as they enter high school.
Lastly, I learned that I really do love what I do. I never once thought of it as a chore. I was
legitimately excited about each opportunity to go to practice, even though I wouldn’t get home until
well after the sun set (I revel in the limited amount of sun we get in the winter). It gives me a sense of
confidence that I am going into this field for the right reasons. I was an educational assistant for 3 years
before I started at Dakota State. I knew I enjoyed special education before I started my education, so I
decided to get my bachelors so I could better provide financially for my wife and future children. I would
sometimes wonder if I was going to college for extra money or because I truly wanted to be an
educator. This community service, along with a variety of other reasons, has helped put my mind at
ease.
combine two passions of mine: special education and basketball. While it was a small sacrifice of time, it
helped me practice advocating for my students, it gave me a chance to facilitate inclusion outside of the
classroom, and it helped me realize that I really do have a passion for education. Even though my
required community service hours have been fulfilled, I continue to advocate for inclusion in all sports