Inclusion

Inclusion should be at the forefront of every teachers practice. Yes, it would be easier and more streamlined to devise one way of teaching and expect all children to learn in that way. To classify those children that are able to learn in this way as “normal” and those that do not as “different” or with some sort of learning deficiency. This would be a mistake as each child has a unique way of learning that is formed both by their cognitive ability and their environment which should be the basis of a personalised method of teaching (Trussler, S & Robinson, D, p. 20).

As a society, we seem to love categorising individuals, especially in binary systems: male & female, black & white, gay & straight, religious & atheist, rich & poor, smart & dumb, normal & deficient. These classifiers tend to create a power dynamic between said groups, as society seems to put more importance on one experience and perception over the other. This creates the us vs. them mentality that we see dominating discussions and debates in the media, politics and society. We seem to forget that everyone’s experience is valid and that just because someone has a different way of seeing a situation doesn’t make anyone’s way any less valid or wrong. We are all just an amalgamation of appropriations from our environment and experiences. I believe it is much more important to be aware of and question the dynamics of society that have created our unique perceptions and to not feel threatened by different perceptions that we may interact with. All insights are valid and can be helpful for understanding and expanding other perceptions.

When working in the classroom with children from different families, backgrounds and beliefs, it is key for teachers to be open to different ways of understanding and perceiving. This can relate to everything from teaching students who cannot speak the classroom language to students who have SEND or in discussions with children about their views and beliefs of the world. Through my experience at the International School of Lausanne, politics seemed to be a hot topic for most classrooms where students represented a wide range of opinions and backgrounds. I realised the importance of listening to each student’s views and not judging them for it but rather trying to make connections through questioning and linking their different ideas to each other’s interpretations. Students felt heard and valued and stayed away from us vs. them rhetoric. They started seeing the similarities and the multitude of layers that their opinions were actually formed from. Some students even started questioning their sources of information and seeing the limiting aspects that a set mind frame could have on their relationships and the way they interacted with the world.

For students with SEND or EAL I see this as very similar, just because a student has a slightly different way of processing information to the “norm” does not make their understanding any less valid. Through my involvement with SEND students and through my own experience of growing up with severe dyslexia, I have observed that when students with SEND are valorised, other students’ learning is expanded as well. By allowing and assisting children to figure out their unique way of learning, we can create a sense of pride and respect for each other’s methods and perceptions. Key to this is to coordinate all the possible scaffolding that a child may need by providing different resources that the students are able to choose from and decide whether they need them or not. By allowing children to take control of their own learning and to create an environment of questioning and the respectful sharing of ideas, teachers can empower children in their learning not only of the curriculum but how they interact with each other and the world.

 

References

 

‘Understanding special educational needs, disability and inclusive education’. Chapter 1 in Trussler, S & Robinson, D (2015) Inclusive Practice in the Primary School: a guide for teachers. London: Sage.