Inclusion is the dream, the goal, the hope.
To understand the drive for inclusion, we must first understand the past.
Less than 50 years ago, a child with a developmental disability, or cognitive disability, was typically shepherded away to a “home”, which is a nice way of saying institution. The children traditionally spent their whole life there hidden from society, and kept out of sight.
Can you imagine having to give your beautiful new baby to a “home?” Many parents couldn’t, and, as a result, they refused to send their children. Instead, the parents chose to become their teacher, therapist, and, ultimately, their advocate. As they continued to seek more traditional opportunites for their child, they challenged schools to open their doors and accept their child as a student.
Parents’ requests were eventually heard and change occurred. Schools offered programs for students with disabilities, some even on the school campus. Space for the students was found in basements, boiler rooms, back hallways, or other secluded or underutilized spaces.
The programs offered by schools were still separate, and not equal. Families, educators, and advocates together encouraged continued changes within schools, seeking equal experiences for students with cognitive disabilities including opportunities to make friends, play on the playgrounds, eat in the cafeteria, learn alongside their non-disabled peers, and in short, be seen.
School transformation continued and students with disabilities were more often seen throughout the school buildings.
This has been a long journey, and today, you will find many students with developmental disabilities sitting in the general education classroom. Their special education supports primarily occur within the general education classroom to minimize removal.
But, is this inclusion? I will argue no, in many cases the student with cognitive disabilities and/or complex needs is moved into the general education classroom along with their paraprofessional. The instruction throughout the day consists of separate, not equal materials. The para and student interacting and doing their own things, often with little to no connection to the general education instruction.
I have been guilty of using this model myself, thinking it was inclusion and therefore, the right thing to do. Looking back I realize that all I did was move the special education classroom. The student was still not included.
You see, it took time to understand, truly understand, inclusion is not a setting or a place. When done correctly, inclusion is invisible.
Inclusion is the belief that the student is as much a learner as every other student. Inclusion is teaching challenging concepts because you know the student can and will learn. Inclusion is encouraging dreams, goals, and reaching for more. Inclusion is the right to choose your friends. Inclusion is the opportunity to debate and refuse. Inclusion is being held to high expectations.
In short, inclusion is the belief that all students are students. When this belief is communicated in action, then we don’t simply debate geography, or the location of the student’s desk when creating the schedule. Instead the plan focuses on learning, intervention, and the student’s work toward obtaining their postsecondary goals.
I will know we have finally achieved inclusion when we no longer need to label it, because, we simply believe that all students are, well… students.
