Inclusive Education for All #2
26 January 2022
by Chris Barnes, Inclusive Education Officer, Down Syndrome International
Being included can be an amazing feeling. When we are invited to a social gathering (or ‘work meeting’) we are given the senses of belonging, welcome and acceptance, among others. It can feel good to partake in conversations, discussions, and light-hearted banter alongside similar people, or peers, with similar interests, abilities, or ages.
But what if you don’t feel like you fit in?
What if you are the only person there who is, for example, male or female; gay or straight; disabled or not disabled? What would make you feel better, or included, in that situation?
Perhaps if the organiser of the party/meeting spent time making you feel welcome, and introduced you to some of the other folks? For many, it would feel better to blend in, join in with activities and be given as little special dispensation as necessary for you to become part of the party/work meeting. Some of us would, naturally, feel out of our comfort zone and require a friend or colleague who could accompany us, guide us, and help us feel at ease. For a great deal of people, any modern party, or work meeting, would be simply terrifying, non-productive, and un-attend-able.
The premise, or concept, of ‘Inclusive Education’ is remarkably simple, and described wonderfully by the equally wonderful Diane Richler from Inclusion International (see her video below). The idea is that all children have the human right to be educated, alongside their peers, in a supportive and effective, local setting. Describing this in more detail, particularly ‘how’ it can be achieved, is remarkably complex and multi-faceted.
This campaign hopes to scratch the surface of ‘what’ Inclusive Education is, and, ‘how’ it can be achieved.
For any child (disabled or not) to feel included within an education setting they must have some basic needs met and accounted for.
They must be welcomed, and their enrolment anticipated and prepared for. They must be fully included, alongside their new-found peers, in as much of the day-to-day, ‘ordinary stuff’ and lessons as is possible. Children, and their families, must not be made to feel different or ‘special’, or as though they have been done a favour. It goes without saying, academic achievement comes far down on the list of priorities for most children, in comparison to having good friends, and building strong, meaningful relationships; most children go to school to see their friends.
All children (disabled or not) need to be supported in their learning, interaction with others, independence, and emotional literacy.
An inclusive education model recognises that it must accommodate, and be adaptable to, the needs of the individual children it serves. This, in many ways, flies in the face of traditional, historical, (and most modern) education systems and approaches around the world, which insist on children conforming to the offer provided by the school, and the teaching methods of its staff.
Inclusive education happening in a school, considers all the children and regards them as equal members and stakeholders.
Similar expectations of progress, achievement and participation are expected of children with SEND as those who are working at a greater depth academically or partaking at a greater depth socially. For a relatively even playing field to be realised, the children’s education offer should be equitable. In other words, their individual needs are considered, and support is offered – and removed – as necessary in order for them to ‘succeed’. All children need additional support/challenge sometimes…
An inclusive education can be one small step towards – and one small part of a bigger picture in – realising a more inclusive society tomorrow.
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