Inclusion

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All I remember of students with disabilities in school when I was growing up was a separate classroom at the end of a hall where my friends and I were almost frightened to go. Segregating students with disabilities made them seem scary. If they had to be separated, there must be a good reason, we thought. We were afraid of the unknown, and never got to know the children in the special class.

Now I realize that there was nothing to fear, and that my friends and I missed an opportunity that may have had many positive impacts on our lives as well as on those of the children in the special class. Stories of success and happiness in included children inspire me to advocate for inclusion, knowing that I have seen inclusion work first hand and there is no better proof than experience.

We need to give voice to people who cannot speak for themselves, and to join those who can, in their struggle to have their voices heard. It is because we care and believe that it becomes not just their battle, but ours.

The more people that contribute to change on the smaller, seemingly less significant levels, the more higher levels are influenced, and that is when change happens. So I believe that making a difference in one classroom can change the world.

Inclusion means removing barriers and providing supports in order to allow children with disabilities to participate in all aspects of life to the best of their abilities. Why is this important? Because all children need a sense of belonging in their communities for self-esteem and healthy development. Being with other children helps children with disabilities to learn social skills, and contributes to their leading active and independent lives. Inclusion helps make all children more aware, sensitive, and compassionate individuals and more accepting of everyone’s differences (including their own). All children, whatever their disability or learning difficulty, have a part to play in society after school. An early start in integrated education followed by continual education in ordinary schools, is the absolute best preparation for an integrated life.

Typically developing children also benefit from inclusive settings. They are provided with opportunities to develop more positive attitudes toward others who are different from themselves and to accept those differences, realizing they too, have special qualities different from others. They learn more realistic and accurate views about people with disabilities—people who they will no doubt encounter throughout their lives. Children who grow up surrounded by people with differences, grow up to be more compassionate, understanding and accepting adults.

Last year, there was a little boy in my class, Trevor, who has autism. He is one of the most amazing five-year-olds I have ever met. He was in the classroom almost all day, with some time out working on his individual needs and strengthening some of his skills. In the classroom I watched the other students’ reactions to him. I watched as they helped him find his mittens, or the right colour for colouring his animal worksheet, or as they reminded each other to “move over more” so they weren’t sitting in “Trevor’s spot” on the carpet. I watched them as they made sure he finished his sandwich at lunchtime, or found a teacher when he looked upset or couldn’t open his juice box. I smiled to myself when the students were protective of him on the playground and made sure no one stared too long, and if anyone ever asked what was wrong with him, they responded with “nothing.” I loved to see the students introduce him to their parents after school, “Mom, this is my friend, Trevor.” I watched the way they showed him how to use the toys and activities in the classroom.
One child in particular sticks in my mind and pulls at my heart strings. This little boy reminded me of the power of friendship at such a young age, and also the importance of early integration. He also reminded me that some of the best teachers in this world are under the age of five. Five-year-old Justin amazed me every day. He watched very closely the way the teachers and Educational Assistants (EAs) worked with his little friend.

He saw the language we used and some of our techniques for calming Trevor down or explaining things to him. I knew he watched carefully because he used what he learned every day in interacting with Trevor. He would hold Trevor’s hands in front of him and say, “Trevor...look at me” before saying something to him, after seeing me trying to get eye contact before talking. He would use a modified version of the “hand-over-hand” technique for games and even colouring. One of the sweetest moments for me was one day on the reading carpet. The EA was there, sitting on one side of Trevor, with Justin on the other. He watched the EA try to keep his friend quiet by quietly whispering “shhh” in his ear. She rubbed his back and sat close to him for comfort. Trevor’s hands were on the carpet and it was clear he was agitated, and he was getting louder and louder. The next thing I saw was a tiny little hand resting on Trevor’s hand, and slowly rubbing with affection. The other hand went around his back and he rubbed in slow little circles. “Shhhh,” he said, “it’s OK.” They turned and looked at each other, made eye contact for a few seconds, and a little smile swept across both little faces. Friends. All was quiet for the rest of carpet time.

It’s amazing the impact children can have on one other. We can’t shelter them from what we’re afraid they won’t accept or won’t be able to understand. We have to put faith in their ability to listen, to learn, to accept, to love and to have compassion.

Of course there are barriers to inclusion and many people do not support it. The argument against inclusion I hear most often is the concern that children with disabilities will hinder the education of the other children in the class. If children with disabilities are disruptive or require too much of the teacher’s time, some are afraid that the class will suffer. While it is a valid concern, I look at the amazing learning opportunities all children have to be better people by being exposed to so many exceptionalities. Also, as I have seen, what begins as a disruption becomes an unnoticed aspect of an inclusive classroom. Other concerns are no doubt to do with funding. How can inclusion be successful without the financial means to support it? There are indeed challenges.

Teachers will need to teach to their learners, which may mean differentiating their lesson plans and planning much further in advance. Funding is often an issue, but believing in inclusion means working with what we have, the best we can. Despite the odd disruption, and other small barriers, the benefits greatly outweigh any negative aspects of inclusion. ALL children get so much more from an inclusive classroom than anyone could ever take away from them.

There are a number of strategies to keep in mind in having an inclusive classroom. While we need to focus on individual needs of children, we should try as much as possible to do that within the classroom. Having Educational Assistants come into the classroom instead of taking a child out helps to maintain consistency and assures the student’s place in the classroom community.

It’s also important to establish a community early on in the classroom that allows for peer tutoring and positive group dynamics. Students should recognize that everyone has strengths and weaknesses, and everyone has something to contribute. We should acknowledge those strengths and encourage students to help each other, knowing that they have something to give and there is something to take. A child may struggle with math, but lead the class in spelling. Another child may need assistance with reading, but be a great basketball player. What an empowering feeling for a child to be a “class expert” or to know that their thoughts and ideas are important. We want them to know that they have a voice. As teachers, we can help to seek out those strengths and build that confidence within every child.

Another way to create an inclusive environment is to have books, posters, and pictures throughout our classrooms that show diversity. Reading stories to our students that show people of varying races, abilities, religions, etc. normalizes those differences for children by demonstrating our commonalities more than anything. It’s about exposing children to differences in a positive way to help them to become more open-minded and accepting of every person in their own lives. We need to focus on teaching compassion to our students, about treating people with respect and what it means to be a friend.

Successful inclusion takes a network of dedicated people working together to meet the needs of each child. It takes creative thinking and often unconventional teaching methods. We can’t be afraid to try things that may fail, or to have a classroom that may appear to be chaotic to an outside observer. We must know that sometimes we will be frustrated, and other times we will be elated. Those moments of success will give us the passion to go on.

We all have a responsibility to push inclusion forward. We need to lead by example. We need to talk about it and teach it, and share success stories to help change attitudes, even if it is just one at a time. The way I see it as a teacher, is that if I can change the attitudes of other teachers, of parents and students, one person at a time, or one classroom at time, I can and will make a difference. I want to help people believe and trust. More believers means more support. More support changes more attitudes. When attitudes change, as we have seen throughout history, the world can change.