教育的公平和开放是许多教师在自己的课堂上努力实现的理念。公平教育的思想是许多人会认为已经融入学校系统的基础中。这种主张认为，教育将为来自不同社会经济和文化背景的学生提供 “公平的竞争环境”。 然而，许多学校根据经济、或种族地位或学生的能力水平对学生进行分类。这种排序过程对学生受教育后的生活影响很大。因此，成绩较好的学生会有机会接受高等教育和高薪工作，而成绩较差的学生则没有这种机会。我坚信，教育应该为任何学生打开他们未来的大门，不分种族、阶级、文化和残疾。因此，教师在学术和道德上有责任为所有学生提供公开、公平的教育，通过转变对 “正常 “的认识，鼓励与不同学生进行有意义的、公开的对话，并真正解决和反思自己对群体或某些文化的固有偏见，真正实现学校制度的人人平等。我认为，教师要想拥有一个开放、平等、多元的课堂，就必须转变对正常性的看法。用最通俗的话来说，正常是指任何一套行为与社会上的常见行为相一致。因此，就社会的标准而言，正常的特征包括受过教育（大学水平）、是异性恋者、是健全的人以及是主流宗教（基督教）的信徒。因此，那些超出这些界限的人被认为是 “不正常的”。教育中的正常概念有一个非常负面的影响，特别是对那些在特殊教育项目中的学生。当学生、教师或行政人员给残疾学生贴上标签，认为他们不在 “正常 “的范畴之内时，他们就会被分离出来，被认为是与其他学生群体相比的 “异类”，从而导致 “我们与他们 “的心态。此外，这种正常的心态，在特殊教育方面，给无残疾的学生提供了一个看不起残疾同学的机会，因为残疾学生看起来不正常。正如Linares(2016)所言，””我们 “和 “他们 “的二元对立，在社会上构建的认知……可能会导致疏远和延续群体……歧视、偏见和不公正”(p.131)。虽然社会可能不是一个真正接纳和开放的地方，但我相信学校必须是。缺乏包容机会的学校正在强化非残疾学生的正常与非正常心态，并使不接受和评判的文化永久化，不幸的是，残疾学生发现自己在更多的时候都在经历这种文化。
Equity and openness in education are concepts many teachers strive to achieve in their own classrooms. The thought of an equitable education is one that many would assume is embedded into the foundation of the school system. This assertion believes that an education will “level the playing field” for students that come from a variety of socioeconomic and cultural backgrounds. However, many schools sort students based on economic, or racial status or the ability level of the student. This sorting process is highly influential in the student’s lives after education. Thus, higher achieving students will have access to higher education and well-paying jobs, and lower achieving students will not have this same access. I firmly believe that education should open doors in their future for any student regardless of race, class, culture or disability. Therefore, it is the academic and ethical duty of the teachers to provide an open and fair education for all students to truly make the school system equitable for all by shifting their perceptions on what constitutes “normalcy”, encouraging meaningful and open dialogues with their diverse students, and genuinely addressing and reflecting upon their own inherent biases about groups of people or certain cultures. I believe that for a teacher to have an open, equitable and diverse classroom, they must shift their perspective on normalcy. In the most common terms, normalcy constitutes any set of behaviors align with the common behaviors in society. Therefore, in terms of society’s standards, normal characteristics consist of being educated (at the college level), being heterosexual, being able-bodied and a follower of the dominant religion (Christianity). Thus, those that fall outside of these boundaries are considered “abnormal”. The concept of normalcy in education has a very negative effect especially on those in special education programs. When students, teachers, or administrators, create labels for the students with disabilities and consider them outside the “normal” category, they become separated and considered as an “other” in comparison to the rest of the student body, leading to an “us versus them” mentality. In addition, this mindset of normalcy, when it comes to special education, gives student without disabilities an opportunity to look down upon their peers with disabilities because the students with disabilities seem abnormal. As Linares (2016) states, “a binary of “Us” and “Them” socially constructed on the perceptions… of nay social identity…may cause alienation and perpetuation of group…discrimination, prejudice and injustice” (p.131). Though society may not be a truly accepting and open place, I believe that the school must be. Schools that lack opportunities for inclusion are reinforcing the normal versus abnormal mindset in their students without disabilities and are perpetuating the unaccepting and judgmental culture that unfortunately those with disabilities find themselves experiencing more times than not.