Inclusivity in Schools

I find the concept of inclusiveness in terms of special education fascinating. Inclusive is defined as "integrating all students in the classroom". Special education has made many strides towards inclusivity in recent years. The textbook Special Education in Ontario Schools describes a history of special education, parts of which are quite frightening. It states “For many years prior to the end of the Second World War, there was a prominent philosophy called ‘eugenics’. This philosophy believed that society needed to be protected from genetic contamination and argued that ‘unfortunates’ should be protected in institutions. . .” (8). Of course today the very ideas and terms stated here are realized to be highly offensive and completely false. During my placements I have always been in classrooms with at least one student on an IEP, and many who will be assessed for one in the near future. These were students who functioned and learned within the classroom along with their peers, as well as took sensory breaks and worked outside the class for sections throughout the school day. They were as far from a “contamination” as I can imagine. I think the inclusion of students with exceptionalities is crucial for their learning development as well as their classmates.

I would like to call attention to the way I phrased my previous sentence. I believe it is crucial and respectful to make sure that when speaking about exceptionalities we implement the “person first” concept. The people in my life have certainly not been defined by their exceptionality, and it is unfair to do that to someone else.

I think one of the most major, and most important changes happening in schools is the current move to allow special needs students to spend more time in their classrooms, if not full time. Special Education in Ontario Schools also features a quote from the Council for Exceptional Children, regarding inclusion in the classroom. It states: “Individuals with disabilities should be served whenever possible in general education classrooms in inclusive neighbourhood schools and community settings” (8). I think this is important because all students deserve to be a part of their classroom communities, memories, and social groups, no matter what their needs may be. That having been said, I also agree there is importance in individualized settings. The "Normalization Principle" is also discussed in the textbook. This sections states: "Although separation by ability was still prominent well into the middle of the twentieth century, by the time Ontario enacted Bill 82 in 1980, this notion was succumbing to the principle of normalization . . . In essence normalization argues against institutionalization and contends that persons with special needs should be viewed more by the points on which they are similar to others, rather than by those on which they differ" (10). I think the concept of viewing students based on their similarities rather than differences would impact our classrooms and those students in a positive way. This is not to say that students' uniqueness and individuality should not be valued. It simply means that by emphasizing inclusivity in our words and actions we are fostering a better learning environment for all involved.

I found an interesting article from The Western Star newspaper about inclusivity in schools. A man named Gordon Porter claims that inclusivity is a much easier concept than we as educators are making it. He states: “[Inclusivity] means kids go to their neighbourhood schools with kids their own age in regular classes. . . If you’re seven years, old you go to the school just down the street. You go in a class with other seven-year-olds, and you’re supported if you have extra needs . . . it’s that simple” (Crocker). While I applaud Porter’s enthusiasm, I think it is a much more complex situation than that. However, I do agree with his statement that parents and teachers need to work together to make change. Finally Porter says: “We have to stop just talking about whether inclusion is a good idea and actually work on making it happen.”

 

“Inclusion is Simple”Article

http://www.thewesternstar.com/News/Local/2012-04-13/article-2953661/Inclusion-in-the-classroom-%26lsquosimple,%26rsquo-says-educator/1

 I’ve included two videos for this post. The first is an animated video about inclusion in the classroom. I think this is just as valuable for students to watch as it is for educators themselves. The second video is not necessarily about special education, but I thought it fit well with the idea of inclusivity. It is about children who are introverted, and their value in society being just as valid as extroverts. I included this video because it is important to remember that each student is different and they should be valued and celebrated for their uniqueness, not made to feel excluded.

“Inclusion” animated video

http://www.youtube.com/watch?v=Y74xmAW7wRA

“The Power of Introverts”

http://www.youtube.com/watch?v=c0KYU2j0TM4&feature=relmfu

                                                                 Works Cited

Bennett, Sheilia, Don Dworet with Ken Weber. Special Education in Ontario Schools. 6^th ed. St.  Davids: Highland Press, 2008. Print.

Crocker, Diane. “Inclusion in the classroom ‘simple’, says educator.” The Western Star. 13 Apr. 2012. Web. 1 Nov. 2012.