This is the story of the evolution of my understanding of inclusion
My story begins 2 years ago at the first staff meeting of the year at James Park. The support team announced that they would be following SD43's Student Services model of Inclusion/integration/in class support. The team used inclusion, integration, and in class support interchangeability. I initially questioned if this was the best way to support low, low readers?
Again at Baker Drive this model was announced, but not actually followed. I again had the same question for my readers who were not yet meeting expectations.
While at Baker Drive Elementary I attended a Pro-D where Shelley Moored, was the keynote. Many teachers I knew were very excited, I didn't know too much about Shelley so I wasn't sure why everyone was so excited. Wa hoo!?
At the Pro-D I was excited about the coffee and danish breakfast treats.
At the Pro-D I was excited about the coffee and danish breakfast treats.
Shelley showed this visual. If this was inclusion, I understood what inclusion was. (too bad this wasn't what inclusion was...)
Later it turned out that Inclusion as I knew it, was actually integration.I told the teacher about the inclusion visual (integration actually) and the Bowling analogy. I told them the analogy was about teaching to the lowest and highest student and you will teach to everyone! Magic! (I was obviously still missing a lot of important pieces)
At this time I also had a rainbow sticker on my door, invited kids into my class who needed 'breaks' rom their class. I also thought because everyone was welcome in my room, that was inclusion too!
"Currently, inclusion in my
classroom is a commitment to valuing everyone and to genuinely caring for
everyone equally."
A week ago I read Shelley Moore's book. This book explained a lot for me. I wish that it was our first reading - or maybe it was the perfect time as it made everything 'click!' Nonetheless, I am happy that I read it.
These were some of the powerful ideas in the book that helped progress my learning and understanding of inclusion.
- It's not about the place, it's about time. Never lose the goal of coming back
- It's not about the place, it's about time. Never lose the goal of coming back
- Inclusion doesn't have to happen 100% of the time
- Education system is grouped by deficit. Deficits are 'shared' out during class building. What if we built classes based on strengths, goals, or values?
- People first language - people aren't adjectives, they are nouns. Although labels provide jobs and funding.
- Pull out, alternate settings benefit all kids and should be available to all kids
- It's not about forcing kids into containers, it is about providing opportunities and supports for all to have access to. This is needed for coexistance and tolerance and for thriving, learning, and interaction of all in the community.
- It's not about special needs, it's about ALL kids. All diversities are considered and celebrated.
When I wrote my intent letter, my view on inclusion included the idea of values and caring. This view is very one sided. It does reflect unconditional caring, but it fails to include key ideas. The idea of values should be expanded to include the importance of recognizing the value a student brings - and using the value a child brings as their strengths to compliment the classroom community.
I have Laurie Meston to thank for describing the importance of values. During her talk the idea that really connected to me was, "all students give value, have value, and feel value." This quote got me thinking a lot about values - their importance, and how to go about bringing them more forefront in the classroom. I plan to start my year having my students think critically about the value they have and bring. I hope to then celebrate these throughout the year.
I have Laurie Meston to thank for describing the importance of values. During her talk the idea that really connected to me was, "all students give value, have value, and feel value." This quote got me thinking a lot about values - their importance, and how to go about bringing them more forefront in the classroom. I plan to start my year having my students think critically about the value they have and bring. I hope to then celebrate these throughout the year.
Also, my initial definition of inclusion does not include learning. I now know, thanks to Katz, that inclusion involves having supports available for all children to complement their learning. Universal Designs for Learning (UDL) are ways to support learning of all children. Katz said, "universal design is, I believe, the concept that can help make inclusive education work."
However, after reading Katz, I have some questions regarding UDL:
- How can I make universal designs for learning regularly available throughout the day in various ways?
- Using Shelley Moore's analogy of a sweeper van, how I can I ensure all of my learning plans have universally available sweeper vans so that I can ensure no child is left behind?
How can I do this? Katz and Naylor mention the narrow focus of government as a barrier for fully implementing inclusion. Katz also adds, "...school districts, researchers, and administrators who have all tried to choose one ramp to focus on in an effort to not overwhelm teachers." To do this, Katz recommends, "key strategies such as 'differentiating learning', 'understanding by design', and 'assessment for learning' are mentioned in policy and practice internationally."
Now already being a Montessori teacher we offer a lot of choice and differentiate learning in most areas. However, Katz mentions applying one strategy of UDL rarely has an impact. Therefore, going forward I will look more into her three-block method.
However, after reading Katz, I have some questions regarding UDL:
- How can I make universal designs for learning regularly available throughout the day in various ways?
- Using Shelley Moore's analogy of a sweeper van, how I can I ensure all of my learning plans have universally available sweeper vans so that I can ensure no child is left behind?
How can I do this? Katz and Naylor mention the narrow focus of government as a barrier for fully implementing inclusion. Katz also adds, "...school districts, researchers, and administrators who have all tried to choose one ramp to focus on in an effort to not overwhelm teachers." To do this, Katz recommends, "key strategies such as 'differentiating learning', 'understanding by design', and 'assessment for learning' are mentioned in policy and practice internationally."
Now already being a Montessori teacher we offer a lot of choice and differentiate learning in most areas. However, Katz mentions applying one strategy of UDL rarely has an impact. Therefore, going forward I will look more into her three-block method.
Finally...
My new understanding of inclusion now not only includes a commitment to genuinely and unconditionally caring for
everyone, but also valuing everyone by promoting their unique strengths and providing universal supports for all.
After reflection on my level of sophistication to create respectful, supportive, and inclusive learning environments, I would assess myself at "just appearing on my radar.” I have chosen "just appearing on my radar" because I feel just now, I finally have good understanding and definition of what inclusion is. Going forward into a new year at a new school, I will begin applying this new understanding to creating improve learning environments for my learners.
After reflection on my level of sophistication to create respectful, supportive, and inclusive learning environments, I would assess myself at "just appearing on my radar.” I have chosen "just appearing on my radar" because I feel just now, I finally have good understanding and definition of what inclusion is. Going forward into a new year at a new school, I will begin applying this new understanding to creating improve learning environments for my learners.
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