About Me
Hi! I am Sydney Brandon and I have been an Inclusive Early Childhood Special Education Teacher for seven years. I've taught at four schools in three different districts (thanks, COVID), in three very different socioeconomic areas, and in two different states (thanks, hubby). I am getting ready to embark on yet another state change (thank again, hubby). But boy oh boy have I learned more as an educator in these changes than I ever did in my undergrad and graduate programs.
What is inclusive early childhood education?
The definition of inclusion varies greatly between states, districts, and schools. Inclusive Early Childhood Education (IECE) is a model in which a pre-kindergarten classroom is led by a teacher certified in both general and special education. This teacher is responsible for delivering state-mandated curriculum while also providing specialized instruction to support students’ social, emotional, and academic goals as outlined in their Individualized Education Programs (IEPs).
In most cases, an occupational therapist, physical therapist, and speech therapist ‘push in’ throughout the week to provide additional support. However, in some schools, a general education teacher leads the classroom while a special education teacher ‘pushes in’ to assist students with diverse learning needs.
Education
I have a Bachelor of Innovation in Inclusive Early Childhood Education, along with a K-6 Elementary Education endorsement from the University of Colorado Colorado Springs. This unique program, and BEST professors (shout out to Christi Kasa and Lissanna Follari) emphasized innovative strategies to ensure all children are met with inclusivity and individuality.
After a couple years of teaching I continued my education, earning a Master of Education in Early Childhood Education (ECE) and Early Childhood Special Education (ECSE) from Grand Canyon University.
Experiences
I began my teaching career at a Title I school in Denver, Colorado, where I taught a half-day inclusive pre-kindergarten program with one assistant teacher. My class of 16 students typically included 4–5 with IEPs. After two years, I took on a leadership role in a neighboring middle-class district to help design and open an inclusive pre-kindergarten class in a new school. However, COVID delayed the launch, and I spent a year at another school before finally helping open the new campus. There, I taught both in an inclusive pre-K class and a self-contained half-day class for students with mild to severe needs, supported by 1–3 assistants. I also adapted to virtual teaching through Seesaw, which I’ve grown to love both in and out of the classroom.
After Colorado, my husband's medical residency brought us to Dallas, Texas, where I began teaching in a highly affluent district. For the past three years, I’ve led a full-day inclusive pre-K class with 20–22 students, 6–11 of whom have IEPs. Now, we’re preparing for another move—this time to Seattle, Washington, for my husband’s medical fellowship. Throughout my career, I’ve served as the case manager for my students with IEPs, and my classrooms have all been mixed-age, serving 3- to 5-year-olds.
Short Story
I grew up in a tiny, rural ranching town with just one school serving students from pre-kindergarten through 12th grade. My next-door neighbor was my cousin, who has intellectual disabilities. Seeing both my family and our education system struggle to provide him with the support he deserved became the driving force behind my passion for early childhood special education.
I later married my high school sweetheart, who overcame a childhood of instability—going from sleeping on his teacher’s couch to becoming the first in his family to graduate college. He is now a doctor in Pulmonary and Critical Care. His journey is a powerful reminder of the life-changing impact educators can have on a child’s success, further reinforcing my belief in the importance of our role as teachers.
