What Exactly is Inclusion?
“Inclusion” has become a buzz-word in the education world in recent years and, unfortunately, has dropped into the whole “wokeness” of systemic window-dressing. Inclusion is a concept that cannot be discussed separately as a subject, but rather, needs to become the pervading paradigm for it to be of any consequence and not mere rhetoric.
Becoming inclusive means changing the way we think and how we act. Inclusion is not a band aid to be plastered over the gaping wound of disengagement, poor performance and the general malaise that plagues our schooling systems globally. So much money is being spent on consultants, developing policy and discussing what inclusion is and means, that all the while, many of our children and young people spiral further and further down the hole of self-destruction and mental-emotional issues.
With what authority do I speak, you ask? Well, 30 years in the classroom, almost 20 years of which I worked with some of our most at risk students: neurodiverse, disabled and in low decile (socio-economic) schools in New Zealand and England. I have done postgraduate study on “inclusive education”, attaining excellence, and I’ve been a Special Educational Needs Coordinator (SENCO) here in New Zealand, as well as in England. I have worked from preschool to high school and with celebrities’ children to chapter presidents’ of both Black Power and Mongrel Mob children. I think that I have a pretty good idea about what is going on.
Systemically, inclusion is a nonstarter, for all the rhetoric that is produced. When a system’s epistemology (origins) is firmly based in Neoliberal ideals and policies - it’s highly unlikely to change direction in any hurry. Tomorrow Schools was initiated in 1989; the already floundering Prussian/Industrial model of education was supercharged with the concepts of “bang for back”, performance management and standardized achievement levels. Children have been treated like products, schools taking on the role of factories. What happens to those who don’t fit the mould? Well they’re set aside in the “rejects” or “defective” pile. They are given short shrift and got rid of as quickly as possible. All too often, in my experience, these rejects are some of our most creative, innovative and vibrant thinkers when given the opportunity to learn outside the given mould.
Inclusion is not merely the recognition and acceptance of diversity in all its forms, but is about being responsive to this diversity and meeting the needs of the individual through inclusive practices. This means that the whole Neoliberal, “one-size-fits- all” premise of the present model cannot apply. Many of our present social issues perpetrated by adolescents and young adults are a result of disenfranchisement and disconnectedness. How can we expect anything different from our children when what they experience at school is compliance and control? The more controlling the parent, the more rebellious the child. What do you expect from our children when the schooling system is primarily about the same? In fact, if you think about it, what other institution has its inmates dressed in uniform, set times to eat, set times for recreation, needing permission to go to the toilet, ring bells to indicate these timings, restrictions on what they can and can’t do, and censorship of information? Yes. Prison.
Inclusion is about connection, empowerment and experiencing success, applying to EVERYONE without prejudice or exception. Therefore, inclusive practice needs to start from the premise that everyone has potential and the right to be connected, powerful and successful. Everything an educator does has to have these values underpinning their decisions and actions, including the policy makers and administrators. When the young person becomes the center of everything, inclusion is the result. Inclusion is about nurturing each child to be connected to themselves, the Earth, other beings and ultimately to whatever higher force they subscribe to. The young person needs to experience the opportunity to make choices and take responsibility, and do so in a safe, nurturing environment. Inclusive practice provides a safe and supportive environment in which each individual has the opportunity to bloom at their own pace and to the extent that they are capable of, without comparison or standardised “norms”. After all, “normal” is completely subjective.
Presently, all too often, the classroom is not an ideal environment. Compliance and control extends to every aspect of school life: curriculum, timetables, assessment, performance management, etc. Stress is the predominant factor within schools. Teachers are stressed, management is stressed, parents are stressed and therefore students are stressed. Stress does not promote connection, in fact, it promotes the exact opposite - isolation and competitiveness. Teachers feel helpless and unsupported, as do management and parents. How on earth do we expect our young people to turn out well-balanced and empowered beings? Until there is a complete paradigm shift, this will remain the status quo. So is there hope? Personally, I feel that unless school communities take initiative and buck the system - there isn’t. However, as teachers and parents, there are certain things you can do to begin the change process needed. These inclusive practices are simple shifts in thinking and doing that alleviate some stress, enable a more empowering environment, and help build strong reciprocal connections.
In my next article I will offer some of my ideas and experiences on what specific practices have created success and connection with the young people I have worked with over the years.
Written by Calli Veludos
