Inclusion is the value we focus on for February. What do you understand when you hear this word? The understanding you hold is going to influence and impact your perception of how inclusion ought to look. It will also likely help you understand how you belong or experience exclusion. What do you elect to belong to? What do you belong to that is outside of your control? What do you feel excluded from? What do you elect to exclude yourself from? How much does choice impact how much value you place on inclusion?
Typically, when inclusion is referenced in education the discussion is about including students with diverse cognitive, physical, or neurological abilities in regular curricular activities. However, in our district we have a more expansive definition of inclusion. I am proud of our efforts to look at inclusion in this more expansive way.
Inclusion is not something that is a check mark, it’s not a destination and it isn’t something that we don’t have to worry about anymore. We don’t have special schools anymore; however, inclusion is more than being present alongside the majority in a classroom. It is about meaningful participation and an opportunity to see yourself as part of the group. As our culture and community evolve so does the understanding and expectations around inclusion.
Holding inclusion as a value is important to keeping the conversation alive in our work as a board. Around the board table inclusion often is mentioned directly after equity. Although we aim to have public education be low barrier and able to support diversity in learners there continue to be circumstances where reasonable accommodation or inclusion are not possible. It is these circumstances that provide our best learning and help us understand what the values means in its current form.
Our board supported a three-year pilot of a district inclusion support team. This team provides intensive support and consultation for our learners, their caregivers and their classrooms when they are experiencing challenges in participating in the classroom or school environment. The team is multi-disciplinary and provides a variety of perspectives and solutions. Our preliminary data is demonstrating how important this program is to honouring our value of inclusion and to keep our learners experiencing a sense of mastery in the classroom and in our schools.
A continued conversation about the role and function of public education will help us understand the evolution inclusion. It is important that we have these conversations and learn from our past choices to better understand the options and opportunities in our future.