100 Percent Inclusion
Is 100 percent inclusion for students with special needs always possible?
Scrolling through my Facebook feed recently, I came across a post by someone in a group I am in that advocates for the “100% Inclusion for individuals with special educational needs.” The post is as follows:
So I buy the 100% inclusion argument. I have seen the research. I’ve made the argument myself. But sometimes I get this pang, maybe it is from other parents who say that sometimes inclusion is overwhelming for our kiddos. Is there ever a time when 100% inclusion is not right? How would one know? I just want to be sure that I’m not forcing my values and not paying attention to my kiddo. y’know? Thanks for your thoughts!
What if full inclusion is not the right thing to do?
This is a legitimate question. For inclusion advocates, it may be a bitter pill to swallow, but the fact remains that there are many places in the world that authentic inclusive education is not available. For these students, is it worth pursuing something that may not be right for this particular student?
Let us examine what it means for 100 percent inclusion to be “not the right thing to do.” If a family wants to pursue full-time inclusion for their child and the school and staff are not on board and they do not have the resources to do so are we not setting them up for failure? Although inclusive education as a global concept is right, good and honorable, it may not be the right thing to do for that student at that specific time or place. I do not believe inclusive education advocates lose any credibility in conceding this idea.
What if full inclusion is not what the parents (or the student wants?)
When I have approached certain parents about including their child more in the general education environment, they have balked at the notion. As an advocate, I believe it is important to listen to the wishes of the family when making a placement determination. That is, after all, what the Individualized Education Program (IEP) is supposed to be about, making decisions as a team.
Also, if a student is showing that they are uncomfortable (or even terrified) in the general education setting, we must listen to what their behavior is telling us. The goal, of course, is that we include them as much as possible and that we are actively working toward inclusion.
We need a bigger tent.
I am grateful for the courage of parents who ask hard questions about what the implications are of 100 percent inclusion. We need safe spaces to talk about our concerns without being browbeaten for wanting to have real conversations. For inclusive education to move forward, we need to wrestle with these concerns. There are no easy answers but if we are not afraid to ask the questions we can work together to find answers for all students.
For the record, I still believe that inclusive education for everyone is the best course of action for all students (and the research back it up.)
What would you say to parents who are questioning if 100 percent inclusion is always the right thing to do? Tell us what you think in the comment section below!
Photo Credit: cactusbeetroot/Flickr
Latest posts by Tim Villegas (see all)
- Is 100 Percent Inclusion Right for All Students with Disabilities? - December 22, 2016
- 7 Ways to Use a Sequential Message Device in the Inclusive Classroom - December 20, 2016
- ParaEducate: A Resource for Inclusive Educators - December 19, 2016