Arguments for Inclusion
Our arguments for inclusion of students with disabilities in "regular" classrooms are divided into 5 premises.
More Than a Label
“Agenda of inclusive classrooms is to overcome barriers to participation”
“Society is riddled with inequalities that are reflected in our schools”(Mitter, 2012). Categorizing our students in a group based on ability may help them get the support they need in the classroom; however, it may also provide a barrier for others. It is clear that educators have a responsibility to ensure that our students were exposed, taught, and supported while having access to the curriculum. There is also a duty to create a movement of students who are immediately accepted once they enter a classroom. In Peter Mittler's book, Working towards inclusive education: Social context, he states: the “agenda of inclusive classrooms is to overcoming barriers to participation” (Miller, 2012). It is clear that our student are more than just the label given on a IEP. It is now our time to make a positive change for the future.
Leadership Mind-Sets and Vision
Leaders must maintain a strong vision for socially just education.
Education leaders must maintain a strong vision of socially just education (Maxam & Henderson, 2013). Ministry of Education’s Inclusivity Act hopes for an inclusive system where all “students, parents, and other members of the school community are welcomed and respected”. To create a system in which all students are "supported and inspired to succeed in a culture of high expectations for learning” (Ministry of Education, 2009). Students with disabilities are often merely tolerated, burden, or expected to assimilate rather than be supported, nurtured, and empowered to be active members of the classroom community (Maxam & Henderson, 2013). In the current climate, equity and inclusion in classrooms is imperative.
We must foster and nurture our classrooms, students, and colleagues to support a safe and positive school climate. In addition to an environment that is academically and socially inclusive; a school climate that thrives off of diversity is embedded in the policies of equity. In the Journal of Moral Education, Robin Barrow asserts that a educators “ÂŽfirst duty (and it is actually a moral duty) is to be tough-minded about and on behalf of education, rather than about or on behalf of social problems”. She continues to explain, that our ideas of inclusion may clash with our principles of fairness. As educators, we must continually determine and maintain levers that can help to ease systems in a more inclusive direction. The Minister of Education has implemented equity and inclusive education programs, and action plans that reflect the needs of their diverse school communities (Ministry of Education, 2009). We must celebrate inclusivity boldly and visibly.
Results have shown, the placement of students without disabilities in inclusion programs does not appear to interfere with their academic performance and has several social benefits for these students, and teachers' responses to inclusion programs are complex, are shaped by multiple variables, and change over time (Salend & Duhaney, 1999). With this, we must change the mindset to create an inclusive community.
Student exposure to all forms of diversity leads to acceptance of differences and allows students to understand the varying forms of learning within their community.
Developing an inclusive practice is essential for our students. Exposure to different disabilities will help students understand the varying forms of learning within their community. There is no doubt that student engagement is imperative in the classroom for effective teaching; however, students need to be learning something substantial and long-lasting (Lloyd et.al, 2010). In turn, building a sense of community with a common ground, and understanding of the ability.
We must school to ensure high academic achievement of all students. At the same time, it should promote classrooms that are “safe havens, where differences are celebrated and students’ strengths are maximized” (Maxam & Henderson,2013).
Student Exposure
Progress is a Process
Everyone should be a part of this change. Inclusion is never ending process (Mittler, 2012).
There is a transition from exclusion to inclusion. Equipping classrooms with resources that are adequate for all individuals in the classroom is the first step. Moving toward integration and socially just education requires a “purposeful plan” of implementation (Maxam & Henderson,2013). It has been reported that most of the teachers feel “ill-equipped” to handle these students in their already overcrowded classes and insist that valuable class time is often “wasted” tending to the needs of these students (Maxam & Henderson,2013). However, as educators, we must learn and enhance the skill of collaborative teaching. Building strong connections between teacher, educational assistance, resource teacher, student, and parent. There must be a change despite the attitude and perceptions towards inclusion. We must not only address the students but the mindset of the teachers. Enhancing their skills in working effectively with all students with varying abilities. In this way, students will not only be set up for success, but the classrooms will foster a much more inclusive environment (Maxam & Henderson, 2013).
Teachers can look for resources that can help prepare them and their students for inclusive education. Look for resources by :
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Preparing written materials with an overview of pertinent information; using open source assistive technology applications for teacher and student use (Maxam & Henderson, 2013).
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Sending out e-newsletters (and other forms of communication) to teachers once every few weeks with relevant information, tips, teaching strategies, and success stories (Maxam & Henderson, 2013).
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Create and offer periodic “lunch ’n learn” sessions with various disability themes. Once you are informed and comfortable to help other teachers in your community. We must attempt “share our similarities; celebrate our differences,”(Maxam & Henderson, 2013).
“Inclusion is a vision, a road to be traveled, but a road without ending and a road with all kinds of barriers and obstacles, some of them invisible and some of them in our own heads, and hearts (Mittler, 2010)”. The implementation of Universal Design for Learning is also a new step in the right direction (Hutchinson, 2014). Working in collaboration to create an individualized learning plan for each student. By welcoming an inclusive attitude, education will expand throughout all schools within the board to help guide the school’s future (Scanian, 2011).
Teachers must meet students where they are on the continuum to ensure that no student - with or without a disability - is left behind (Johnson, 2009).
The main principle of inclusive education (and education in general) is that all students learn differently (The Understood Team, n.d.). Unfortunately, however, it is within our very nature to believe otherwise and, in turn, provide the same level and type of education to all students, regardless of their differences (Johnson, 2009). Although we can still ensure same treatment of all students (i.e., respect, care, compassion, etc.), we must understand that differentiation of teaching and learning can still take place and have a profound impact on all students in a positive way. Differentiation can be a deliberate way of modifying instruction to match the particular developmental skill level of a student and cater to their strengths while still providing equivalent learning opportunities for all (Johnson, 2009).
According to The Understood Team (n.d.) and Johnson (2009),
we can differentiate learning by:
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Breaking them up into small groups;
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Making use of stations; and/or
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Using universal design for learning (UDL) by:
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Varying length or quantity of instruction/assignment;
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Extending the duration of an assignment;
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Changing the language;
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Scaffolding the learning (from easy → medium → difficult);
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Providing activities that allow them to perform the same learning objective in multiple ways; and/or
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Allowing for do-overs (there should not be a limit to overcoming obstacles and making mistakes).
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This vast range of learning modalities has the power to enhance the accommodations that educators can provide for their students, while also diversifying the educational experience for all students (Inclusive Schools Network, 2015). It will also not only assist students who struggle in the classroom, but so too will it recognize and support all learners equivalently (Lawrence-Brown, 2004, p. 36). After all, even students found within “general” education classrooms (i.e., classrooms not specific to students with special educational needs) benefitted from this approach as these classes too were heterogeneous.
Moreover, and contrary to popular belief, students with disabilities do not necessarily learn more in self-contained special education classrooms. In fact, equal or sometimes even superior results are obtained when appropriate supports are provided to all students within a general education classroom (Lawrence-Brown, 2004, p. 48). Additionally, self-contained classrooms can isolate and sometimes even ignore their students through the promotion of segregation, helplessness, dependency, and lower expectations, as well as delayed or inappropriate social behaviour (Chan, 2010). Thus, differentiated learning proves to be imperative in inclusive classrooms because it does not separate its learners (Lawrence-Brown, 2004, p. 37), but rather provides the possibility for authenticity in both instruction and learning for both the teacher and the student (Lawrence-Brown, 2004, p. 53).
Therefore, all students — regardless of their mental, physical, or intellectual abilities or dexterities — should have the opportunity to benefit from the availability of a variety of methods and supports (Lawrence-Brown, 2004, p. 37). This posits an appropriate balance of challenge and success for each student and ultimately ensures that teachers meet students where they are at on the continuum so that no student — with or without a special need — is left behind (Johnson, 2009).
