Retrieved from https://www.twinkl.ch/teaching-wiki/inclusive-education
Inclusive education has been promoted across Canada. “Inclusive education means designing schools, classrooms, programs and activities so that all students participate and learn together” (Inclusion BC, n.d.). I have realized that teaching to diversity and inclusion benefits all students. Teachers would need to adapt their lessons and instructions to make sure that students can have their opportunities to succeed. More important, both teachers and students come to inclusive education with their strengths and celebrate equitable education.
Inclusion BC defines an inclusive school as a place where “all students are welcomed and valued for who they are” (Inclusion BC, n.d.). All students, regardless of their needs and diversity in races, cultures, sexual orientations, and gender identities, have their rights to inclusive educational settings in which they get a sense of safety and belonging. Dr. Shelley Moore emphasized the importance of students’ diversity, stating that “teaching to diversity and inclusion is where we value the characteristics that ARE diverse, and not try and homogenize them” (Moore, 2016). This quote shed light on my way of teaching.
Research has shown that inclusive education benefits both students with and without disabilities (Inclusion Action in Ontario, n.d.; Inclusion NB, n.d.). I grew up in Vietnam where students with disabilities go to segregated schools. I used to think that segregated schools would benefit them, giving them skills that they need to survive. Nonetheless, it was a wrong way of thinking and practice. I have seen that students could gain “more empathy, maturity, leadership and pro-social behaviour” (Inclusion BC, 2017) in an inclusive school. Students with disabilities could acquire a sense of belonging to school and community, boosting their knowledge, life skills, and confidence to function in their community. Our students will become the future citizens of our community. If they can learn about differences, accept it, and learn how to support each other at school, they will make our future community a place that is of value to live.
Teaching to diversity means that we accept students as who they are, acknowledge their strengths, and let them shine. This idea concurs with Principle 1 of The First Peoples Principles of Learning stating that “Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors”. Chrona (2022) points out that this principle of Indigenous pedagogy highlights the uniqueness of learners and their “diverse learning styles and needs” (p. 123). According to Principle 1, the appropriate approach to teaching is to focus on strengths and differences that learners can contribute to classes. We will not see a kid with autism in our class as the one that will hold back our lesson plans. We see him or her as a chance to learn about being different, kindness, being supportive, and building a community where everyone is welcome.
While advocating for inclusive education, Dr. Shelley Moore suggested that “the difference in teaching to diversity, however, is that we don’t start with our deficits; we start with our strengths, and this includes students, teachers, support staff, custodians, bus drivers, and parents” (Moore, 2016). I have learnt from inclusive education that teaching can begin with my strengths, not my deficits. I am a second language learner who continues struggling with English in my writing and speaking. I have been trying to learn English every day. I thought it was my weakness and felt insecure when it comes to teaching. Nonetheless, I realized it was also my strength that could help me understand feelings of immigrant learners. A teacher like me would be able to empathize completely with them and be able to think about different strategies for supporting their learning because of my own experiences.
Teaching students with different needs also means that teachers would need to work extra hours to tailor their instructions for groups of students that have different levels of understanding and expectations. I observed a teacher at Uplands Elementary School that had two students with autism and ADHD, and two students advanced in Math and Reading. She gave extra assignments with higher expectations to the advanced students. She adjusted the assignments, spent time explicitly instructing the students with disabilities and asked the special education assistant to support them. She acknowledged their hard work at the end of the day, which brought smiles to their faces. The kid with autism hugged her while leaving. To me, she created an inclusive learning environment that was able to motivate the students to go to school. This originated from her dedication to teaching and her willingness to work and adapt her lessons for her students.
Inclusive education also reminds teachers that we would not need to keep all the students in the same classroom all the time (Inclusion NB, n.d.). We might need to have some students working with education assistants, resource teachers. Students with disabilities might be able to spend some time with special educators to help them calm down or do some special activities. This brings relief to both students with and without special needs. More important, it allows educators to better support all the students with their diverse needs.
I think the most important life lesson that I have learned throughout my education journey in Canada is the diversity of the country and the appreciation of the society toward that. I realized that everyone is different, and it is okay to be like that. Diversity and the feeling of belonging has kept me in Canada. I have set my goal to become a teacher promoting inclusive education where my students with different backgrounds, needs, and gender identities are all welcome to learn and contribute their best. Inclusive education would help me to provide equitable opportunities for all my students to succeed at schools and in their life later.
References
BC Ministry of Education & First Nations Education Steering Committee (2006/2007). First
Peoples Principles of Learning. https://www.fnesc.ca/first-peoples-principles-of-learning/
Chrona, J. (2022). Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist
Education. Portage & Main Press.
Inclusion Action in Ontario. (n.d.). Why inclusive education?
Inclusion BC. (2017). Implementing Inclusion in BC’s Public Schools.
Inclusion BC. (n.d.). What is Inclusive Education?
Inclusion NB. (n.d.). Inclusive Education and its Benefits.
Moore, S. (2016, June 21). One Without the Other. WordPress.
