Inclusive education is based on the principle that everyone, including those with intellectual and developmental disabilities, can lead the life they desire. In educational environments, educators should interpret student disruptive behaviors as communicative behaviors that reveal students’ struggles and unmet needs, allowing for better support. 

The most important insight that I have gained through the evolution of inclusion is that everyone deserves to live a life that they want, but people with disabilities have had to fight hard to achieve that. The movie i go home brought tears to my eyes, as it showed their struggle for their fundamental rights, returning home and becoming part of the community. We might still live in a society and schools where people tend to “devalue lives” and “take away the ability for them to make decisions” (Seale, 2019, 6:38). It reminds me of my privilege and the need to change my teaching philosophy and behavior to become a teacher in an inclusive school. I cannot “presume competence” in my future students (Moore, 2016, p. 34), which can deprive them of chances to access interesting learning experiences. The mindset that everyone is entitled to equitable learning opportunities is fundamental. Unless we shift our belief and actions, we cannot achieve meaningful inclusion systematically.

More importantly, I have shifted my understanding of student disruptive behavior. These behaviors should be addressed as communicative behaviors (Inclusion BC, 2021, 43:08) where students are trying to express their struggles. This perspective is extremely powerful and meaningful, reminding me to approach disruptive student behavior with sympathy, pedagogical insight, and a deeper understanding. During my practicum, I had an undiagnosed student that clearly needed learning support. Nonetheless, his parents refused to accept that fact. He was labeled as a troublemaker in the class and frequently sent to the office because he interrupted class learning or refused to follow the teacher’s instructions. I realize the significance of being a teacher with curious eyes (Inclusion BC, 2021; Moore, 2016) to understand what triggers his reaction. By addressing these behaviors with empathy and a focus on underlying causes, I can create a more inclusive and supportive environment for all students.

Meaningful inclusion also involves putting yourself in the shoes of students with special needs to gain insight into their lives and provide better support. I learned this lesson the hard way. I was considered gifted at school in Vietnam. Writing, speaking, reading in Vietnamese are effortless to me. However, I have been struggling with these skills in English. Sometimes I wake up wishing English were my first language. Nonetheless, the frustration and feeling of hopelessness that I have experienced allowed me to have a better understanding of how students with disabilities feel and navigate school. I recognize that “people with intellectual disabilities are among the most resilient people” (Public Broadcasting Service, 2016, 2:00) that we could meet. They have worked harder and showed more strength than many of us in their desire to thrive. I deeply admire their resilience and perseverance.

I come from Vietnam, where segregated schools still exist, and people with disabilities are often viewed as a burden on families and society. They face either pity or systematic and interpersonal ablism. With all the knowledge and eye-opening experiences that I have gained, I realize the detrimental effects of ablism on both individuals with disabilities and society. When society can shift its distorted view and educators know how to communicate effectively with students with special needs, these students will have more chances to get involved in our community as well as achieve their personal, social, and educational goals. That is how we can create truly meaningful inclusive education.

References

Inclusion BC. (2021, March 16). Film 3: Reframing Challenging Behaviour in our Schools [Video].

Public Broadcasting Service. (2016, April 20). I go home [Video].

https://www.pbs.org/video/witf-i-go-home/

Seale, A. (2019, May 22). Purposeful Steps Away From Ableism [Video]. YouTube.

Shelley Moore. (2016). One Without the Other: Stories of Unity Through Diversity and Inclusion.

Portage & Main Press.