What is Inclusion?

As I was pondering this question for my special education [part 1] AQ course through ETFO, I came across this definition of inclusive education --

The fundamental principle of inclusive education is the valuing of diversity within the human community.... When inclusive education is fully embraced, we abandon the idea that children have to become "normal" in order to contribute to the world.... We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic sense of belonging. (Kunc, 1992)

In my attempt to find the “best” graphic to represent my philosophies on inclusion, I was struck – can one picture encompass such a broad, and yet, critical issue? So, instead, I put the question out on Twitter to help “tease out” my ideas about what inclusion is and what it is not. Here are a few thoughts!

Check out these ideas on what inclusion is…and isn’t! What does inclusion mean for you?

(3) Things I have learned about inclusion --

1. Students with disabilities in inclusive classrooms show academic gains in a number of areas:

• mastery of IEP goals
• motivation to learn
• improved performance on standardized tests (National Study on Inclusion)

I wanted to learn more on how these studies correlated with EQAO tests – here are the inclusive provisions made for students with special needs. Special provisions are made prior to the test, individually, and in consultation with the school team and parents for ELL. 

I was interested to learn what inclusive strategies they used in these studies, so I dug a little deeper – they used a combination of cooperative learning, peer tutoring, and strategy instruction. I wasn’t familiar with the term strategy instruction, but I wanted to learn more!

[Strategy instruction] is especially important for students with significant learning problems. It is crucial for them! It has been demonstrated that when struggling students are taught strategies and are given ample encouragement, feedback, and opportunities to use them, students improve in their ability to process information, which, in turn, leads to improved learning. Because not all students will find it easy to imbed strategy use in their learning schema, differentiation of strategies instruction is required, with some students needing more scaffolding and individualized, intensive instruction than others. (Hoagie’s Gifted)

It begs the question – what must I learn to be an effective and inclusive teacher, specifically throughout the IEP process when communicating with parents?

(2) Points to ponder about inclusion.

When planning a cooperative learning task, ensure the environment in non-threatening and allows students to make mistakes, taking risks in their attempts to solve a problem. Teachers need to encourage moderate risk taking in the classroom [linked with project-based learning]. More importantly, teachers bear the responsibility for creating and guiding the classroom community. They contribute first-hand knowledge of each student’s strengths, needs, and interests, and they have the greatest effect on students’ learning! Communicate your belief that all students can learn, and wherever possible, reinforce with frequent and specific encouragement or praise for appropriate behavior.

I want to make it my goal to ensure that every student trusts their learning environment enough so they can fail and grow in my classroom!    

As the first educators of their children, parents can provide important information that will assist in the development and implementation of the child’s educational program. They are the EXPERTS of their children – sometimes it can be forgotten in the classroom. However, parents can help to reinforce and extend the educational efforts of teachers and are a very important part of the school team! They need to feel that their child is included and has been accepted on an equal footing with the others, that the teacher is facilitating inclusion, and that they have an active role to play in their child’s education.

(1) Idea that I want to tell all teachers about inclusion!

Meet students where they are at – emotionally, socially, developmentally, physically, and mentally. That’s where sincere inclusion begins. Knowing ALL children belong as a part of the school community, teachers must model the process of mutual respect and appreciating others in a timely and purposeful way! Provide authentic opportunities for teamwork, social interaction, oral communication, problem-solving, and project- [interest] based learning tasks.

Until we abandon the idea that children have to become “normal” in order to contribute, we will never fully embrace inclusive education in our classroom.

So, back to that inclusive graphic…many thanks to Colin Harris, a Curriculum Consultant for YRDSB, who suggested this image -- I LOVED it!

...and in ninja-like fashion, Royan Lee, a teacher leader in YRDSB, designed three AWESOME inclusion posters to help me out – check them out at The Spicy Learning Blog!