Inclusive Education for All #22
29 June 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
During a recent visit to a secondary school, I was reminded of the enormous benefits to all children of including a wide range of learners, including those with an intellectual disability.
I spent some time listening to the kids tell me about their definition of inclusive education, the benefits of getting to know, and learning alongside learners with an intellectual disability, and the challenges that are faced.
It was very humbling and inspirational to hear their unprepared and honest thoughts on this subject. They explained how enrolling/welcoming/including children with intellectual disabilities in mainstream schools was of personal benefit to them – broadening their horizons, giving them the chance to make a more diverse range of friends, making the theory of empathy a reality, and helping them see further than their own small context.
‘She brings a really positive vibe to the classroom,’ said one student, going on to explain how, ‘..a class of only ‘typically developing’ kids doesn’t always represent society or prepare us for an inclusive one.’
The children interviewed said they have made friends with the child with an intellectual disability, the same as anyone else. I asked if they were ‘looking after her’, but they replied saying, ‘No, we like hanging around with her, during lunch breaks etc.’
When quizzed about lesson times and learning they admitted that they were working on very different academic tasks, but that it was good when they could interact and share, together. The children said PE, art, design tech, and modern languages were lessons in which active/inclusive participation worked well. A small fraction of the gaggle of kids had their reservations, mentioning being unsure about how well the child could be included in lessons, and how their friendship may develop over time, as they got older.
As for the child herself, she told me about her best friends, her favourite lessons, and support staff. During my time at the school, she beamed happily, was organised, prepared, and well-supported, and got on with tasks and interactions cheerfully.
Whole-school initiatives designed to promote inclusive education begin with the intention of serving the whole school, or as many of its stakeholders as possible.
It’s important that schools do not focus all of their energy resourcing an individual child (or small group of children), but look at how the school, as a whole, can be developed (over time) to cater more effectively, for a broader range of children. If a child is resourced/surrounded by resources, the school will not necessarily improve its inclusive provision. If staff are coached (over time) and systems are developed and implemented, the inclusive offer of the school will slowly improve, until it becomes normality.
Eventually, it would be good for terms like ‘inclusive education’ to be redundant.
No-one is saying that all children can benefit from the same lesson, or the same learning activity, or the same instruction from an educator. However, introducing small ‘inclusive’ changes and adaptions to pre-conceived ideas of the above, can move towards some normalised interaction, engagement, and ‘inclusion’ in school. There may not be immediate successes – it may take some time and imagination to put into practice, and many teachers may (and will) disagree. But it’s a commitment to moving forwards instead of staying the same.
Take reading for example. A Midsummer Night’s Dream, and it’s associated (and possibly out-dated) scheme of learning, may/may not be a stretch to differentiate for some children – with or without an intellectual disability. But, introducing a whole school reading initiative, for only a fraction of the English timetable, can help re-imagine what inclusive reading ‘lessons’ could look like, in or out of the classroom without having to disregard the necessity of often highly academic instruction.
One of the biggest common challenges is the inclusion of learners with an intellectual disability in mathematics (particularly in post-primary settings).
Once more, expecting teachers to actively ‘include’ a learner in every lesson, from day one, (while perfectly possible and expected for many) can be problematic, counter-productive, and dis-heartening for some in the long-run if not done well. It can be better as a starting point to consider where in a lesson there are opportunities for inclusion. This can be a whole-school target, that involves many more staff.
Think about PE. This is a subject that many consider to be ‘easier’ to include people in. But, why? There are objectives that must be covered, teaching that must be ‘done’ and learning that must take place, as well as feedback and assessment. What’s noticeable is the amount of peer coaching, active enjoyment, and shared, common goals. A cohort of children, of all abilities, including learners with an intellectual disability, can enjoy, improve, acquire new skills, and meet targets in a good PE lesson. PE can be a wonderful example of how inclusion can be demonstrated. A whole school approach to ensuring PE lessons are more inclusive has come naturally to all the school staff I have interviewed. It is this mindset that must be applied elsewhere.
School staff are experts at providing learning opportunities for children. They are experts at conveying new ideas, concepts, and knowledge to their students, as well as thinking of imaginative ways for children to express their new-found skills. What many school staff are anxious about / nervous about failing at / not used to / unsure about, is inclusion. Many (often very experienced teachers) have dropped into a comfort-zone or a funk that they’re worried about leaving. This is where they need the support of senior staff who say, ‘Try it, get it wrong, see what happens, don’t worry if it fails, and I’ll support you’.
Once more, if new initiatives are tried as a whole school, risk of failure is not a burden for the few, many more children are given interesting and beneficial opportunities, plus many more staff are prepared and up skilled for the future.
How can an inclusive atmosphere (for all learners, including those with learning disabilities) be best created in the ‘mainstream setting’?
In this video, Claire Walley, special education needs expert, shares her thoughts on creating an inclusive atmosphere.
Next week: ‘How can we support early career teachers?’
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