By Alex Dunn
Inclusion is not a place, but rather a philosophy that all students deserve to experience successful academic and social participation side-by-side with peers.
What does successful inclusion look like? Recently Nicole Eredics on her Inclusive Class Blog asked this question and found this wonderful visual from The Parent Leadership Support Group of Georgia, which was posted on their Facebook page, as a response.
From our four year Smart Inclusion research project, I would like to propose some small changes to this great image in order to recognize that in order to create inclusive classroom communities, we need to acknowledge that no two students are alike and that changes need to be made to existing learning environments to reach and teach every student; “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners’ interactions with inflexible educational materials and methods. (CAST Teaching Every Student in the Digital Age: Universal Design for Learning, Preface p. iv).
For those like me in the trenches, in schools every day, it is important to ask the question: How can we make a difference to the students and educators we serve and really achieve inclusive classroom communities? A recent Twitter exchange with Jeannette Van Houten (@jvanhoutensped) and Tim Villegas (@think_inclusive) made me reflect on what we tried to do in our schools at Upper Canada District School Board in Ontario Canada over the past four years.
Educators told us that in order to achieve inclusive classroom communities they, with their students, needed to become proficient across three continuums – inclusion, curriculum, and technology. In a way, I equate the integration of all three continuums to applesauce and medicine. Although the technology (e.g., iPads, SMART Technology, Nintendo, Laptops etc) and other classroom manipulatives (e.g., Lego, Wikki Stix etc) have been the all-important applesauce, I think all those involved with Smart Inclusion research would agree the key to the success for both educators and students has been the way the applesauce of technology has been combined with the medicine of bringing research-based pedagogy (e.g., Universal Design for Learning (UDL), Differentiated Instruction (DI), Aided Language Stimulation, Student, Environments, Tasks, and Tools (SETT) and Participation Models) into practice. In short, educators cast a UDL net attempting to catch all students but sometimes, despite our best efforts, some students fall through the net and sit on the outside of education looking in which is completely unacceptable. Pat Mirenda and David Beukleman’s Participation Model (PM) (really Differentiated Instruction with a twist) has provided us a way of catching all students that fall through the net. As Jeannette Van Houten suggests “failure is a way to move to success”. The Activity Standards Inventory (ASI), from the PM does just that. Here is a link to a case study of one of our Smart Inclusion students and how we applied the Participation Model to help identify barriers to participation and subsequent intervention, including the use of technology.
A special thank you to the staff, students and parents at UCDSB for giving their nights and weekends and for sharing their work and that of their children, so that children worldwide can experience the same successful academic and social participation. This groundbreaking research we have undertaken has been replicated in other school Districts in Ontario and Alberta, Canada. Many other Districts, educators, parents, and students, worldwide have joined us on our journey to ensure that ALL really means ALL and that we are truly welcoming everyone, all the time, everywhere” (Pat Mirenda).
Photo Credit: Andrew Seaman/Flickr