Stepping into the Unknown: Praba Siva’s Journey as the 2024 Valedictorian of Master of Arts in Special Educational Needs

Good morning, everyone!

Thank you for joining us today and for your incredible support. Your cheers and applause as we received our certificates truly warmed our hearts!

First and foremost, congratulations to all the graduates! It’s an honour to celebrate this momentous occasion with you. I’m especially excited to represent my fellow Master’s graduates who have shown such dedication and hard work.

I’m a big fan of gifs and images, so I shall share with you some slides along with my speech.

My journey to this stage began 10 years ago with the Ministry of Education as an Allied Educator. Teaching in a mainstream school exposed me to many struggling learners and the various labels associated with their learning difficulties. This experience led me to shift my career path to becoming a special educational needs educator.

When I joined DAS 7 years ago, I noticed its strong emphasis on continuous learning and professional development, which became a stepping stone for me. After intense training sessions like DELA and AET, I remember thinking, “Wow, I could really use a break!”

But before we knew it, we were moving on to post-graduation certification. That’s a picture from DAC’s 2018 student graduation.

When I reached that milestone, I thought, “That’s it! We did it! No more studying! No more literature reviews, citations, or Turnitin scores!”

It felt like a long exam season had finally ended. At that time, I hadn’t even considered pursuing the remaining modules to complete the master’s degree.

However, when the COVID-19 pandemic hit and we shifted to flexible work arrangements, I found myself contemplating further studies. Initially, I felt that completing the postgraduate certificate was sufficient. But as an educator, continuous learning is crucial. After much deliberation and conversations with fellow colleagues about their own master’s journeys, I decided to move forward with a mix of excitement, but mostly with doubt.

Many of us graduating today have faced similar uncertainties, often second-guessing our choices. But I’ve learned that stepping into the unknown and embracing uncertainties is an essential part of growth.

Coincidentally, the decisions made during the pandemic year also influenced the topic of my research. My research focused on dual-mode teaching, which we all adopted during the transition from online to face-to-face classes during the pandemic. I enjoyed the process of interviewing and learning from fellow colleagues who had so much to share about their experiences and I’m thankful for all who stepped forward readily to contribute.

The master’s journey has been challenging yet incredibly rewarding, enriching my teaching and helping me support students with diverse needs. What I didn’t fully anticipate was the deep dive into Microsoft Excel and Word—even a bit of coding along the way. There was a steep learning curve to navigate and I was learning something new each day.

But, the time and effort invested have been worth it, as they have contributed significantly to equip me with essential skills to be a better educator. This experience has definitely pushed me out of my comfort zone, encouraging me to implement evidence-based practices and strategies with my students with varying learning and behavioural needs. I’m more confident in identifying their areas of needs and providing tailored support that not just addresses their academic needs, but their emotional and behavioural needs for them to thrive holistically.

Interestingly, one of the most challenging aspects of my master’s journey was trimming my writing to meet the word count for the dissertation. Every piece of information and every quote seemed crucial for creating rich content, making it difficult to be concise. However, this experience taught me the art of being selective with my content. Sometimes, less is more, and it’s a lesson I’m still working on mastering. I mean that with this speech as well, so I’ll be reaching my conclusion shortly after expressing my gratitude to those who have supported me throughout this journey.

Balancing work and studies came with sacrifices, but the support from my family and colleagues kept me grounded. I would like to extend my gratitude to my lecturers at DAS Academy, Dr June and Dr Priscillia, as well as Dr Matthew Hutt and Mr Gareth Dart from the University of South Wales, who continued to guide us through online consultations despite the time differences.

A special mention also goes to Soofrina, Rebecca, and Hudaa for their invaluable guidance and support. And not forgetting my dear Rex colleagues, who always checked in on me, provided advice, and asked about my progress with the dissertation amidst our intense terms.

I hope we carry forward not just the knowledge we’ve gained but also the resilience and determination that got us here. Congratulations once again, and here’s to continuing our meaningful contributions to the field of special educational needs.