Postmortem: First-Year Educators Reflecting on Their Commitment to Inclusion

This arts-informed qualitative study examines how four first-year teachers from a dual-certification inclusive education program sustained inclusive practices in an ableist system. Monthly focus groups and reflective writing were used to analyze how their commitment evolved. Findings show systemic and interpersonal barriers challenged their inclusive ideals, but ongoing connections with university faculty supported their resolve. The study underscores the importance of institutional support in helping new teachers uphold inclusive education values.