Zuhal Hashemi, Centennial Infant and Child Centre

What was your initial reaction to working with children with complex developmental challenges?

As I began the placement, I found it a challenge to deal with the uncertainty of not knowing which child I would be assigned to. This made me very nervous and stressed, as I could not properly prepare for situations that may arise. I began to question whether I could keep up with the quick pace and emotionally demanding nature of working in a special needs classroom.

How did you overcome these hurdles — and what did you learn about yourself and your practice? 

After speaking to my TMU mentors, I realized that my lack of confidence would only tamper with the effectiveness of my strengths and skills. My TMU mentors validated my concerns since many students have these feelings. 

This conversation became a turning point for me when I recognized the need to address my self-doubt. I made a conscious effort to collaborate with the other professionals involved in their care. I regularly communicated with the therapists who worked with the children and found myself interested in learning the strategies used to support children’s language development and communication skills. The insights and expertise of my TMU mentors helped me better understand the children’s specific challenges and how to adapt their approaches accordingly.

How did this field experience influence your plans for working in the early childhood sector?

This learning experience strengthened my character as an educator but also deepened my commitment to fostering inclusive and supportive spaces for all children. Soon after my experience at the CICC, I began researching opportunities with the Association of Early Childhood Educators of Ontario (AECEO) and reached out to them, ultimately securing the advocacy project I am now working on with them this semester.