Promoting Inclusive Education
Imagine
Imagine there's no heaven,
It's easy if you try,
No hell below us,
Above us only sky,
Imagine all the people
living for today...
Imagine there's no countries,
It isnt hard to do,
Nothing to kill or die for,
No religion too,
Imagine all the people
living life in peace...
Imagine no possesions,
I wonder if you can,
No need for greed or hunger,
A brotherhood of man,
Imagine all the people
Sharing all the world...
You may say Im a dreamer,
but Im not the only one,
I hope some day you'll join us,
And the world will live as one.
Writen by: John Lennon
© Bag productions inc.
Promoting Inclusive Education: Factors and Features to Consider
A1. Features of partner schools which appear to have helped promote transition to inclusion:
Attitude of staff
School policy
Quality of management
Physical stability.
A2. Features of partners with schools which appear to have hindered transition to inclusion:
Lack of communication
Unsuitable buildings
Host staff attitude
Lack of resources.
B1. Features of Inclusion project teams which have helped promote successful change:
Flexibility
Organization of service
Professional expertise.
B2. Features of Inclusion project teams which have impeded or delayed successful change:
Organization of service
Comparability of pay scales
Coordination of roles
Existence of separatist attitudes.
C. The sharing of expertise and developing of trust between Inclusion project and partner schools:
Benefits of learning by example from Inclusion project staff and students
Positive training experiences
Lack of confidence in continuing government support.
D. The changing attitudes of partner schools:
Reflection on expected problems which did not materialize
Perception of benefit to school
Continuing perception of problems.
E. The changing role of staff.
F. The continuity of services.
Source: Thomas, Gary, David Walker, and Julie Webb. The Making of the Inclusive School. London and New York: Routledge, 1998. pgs. 113-114
Richard Volpe: Teaching the Value of Diversity
Why do many of us fear difference? When we encounter people who are different in some way - whether physically, culturally or otherwise - why do we sometimes feel uneasy and look away?
There are no easy answers to this human riddle, but Richard Volpe hopes to contribute to a solution that begins in childhood: a groundbreaking initiative called the "reverse integration program."
A partnership between the Bloorview MacMillan Children's Centre and ICS, reverse integration is a kindergarten program that brings together children with and without physical challenges in a unique learning environment.
Located within Bloorview MacMillan, which has its own well-established school system from preschool to high school, the program aims to foster understanding and empathy. Working and playing side-by-side in a regular classroom setting, the kids are able to realize how similar to each other they really are.
Volpe, who helped establish the program in 1995 along with ICS Laboratory School Principal Elizabeth Morley, initially set out to examine what this kind of experience means to children and their families, while the kids are still in the program.
To do that, he enlisted a graduate student who literally went into residence in the Bloorview classroom and developed an ongoing rapport with the children. The research team also studied 37 behavioural indicators to assess how the kids see themselves and the world around them.
So far, the impact of the program seems clear. "We have a preliminary indication that it's significant. We certainly have found greater sensitivity, greater comfort. When the non-disabled kids see a kid in a wheelchair, they're not going to go the other way. They're not even going to think about it."
And once kids make the transition into regular school settings, he says, they seem to be more receptive to situations like a new student in the classroom. "There is often a 'host' relationship that other kids don't always have."
These early indications are promising, but Volpe wants to assess the long-term impact. He is currently proposing a research program that will track graduates and their parents more systematically to see how this unique classroom experience has affected their lives and their receptiveness to difference.
"There is a definite warehousing of differences in our society, and a lack of understanding. We talk about the importance of history and geography; well, there is a similar sort of liberal education needed around the area of disability. This program is part of that, and it's really quite exciting.
Richard Volpe, OISE/UT
Toronto, Ontario
The Toronto Star
Wednesday, April 6, 2005
GTA, page B3
"Drama Club acts on disabled issues"
West-end school part of pilot program, scripts promote inclusive atmosphere.
* students in St. Luigi's Elementary School drama club develop unique way of letting others know the isolation, physical and mental challenges that a person with a disability may be facing.
* "PlayFair" program, sponsored by the Marsha Forest Centre charity, is a three-year pilot project that encourages students to work as teams to support more accessible schools and communities.
* students can now articulate how kids with disabilities aren't included, says special education teacher Angela Valeo.
"Learners with disabilities are the only kids the school system can sideline and teachers can choose not to teach, so we're always looking for ways to increase understanding. A lot of what we do is to bring people with disabilities into full citizenship in their communities." reports Jack Bunch, a retired York University education professor.
A Culture of Life Inclusive Education
I would propose that an event be undertaken to include all students in an Arts Program within the school, and to then present this collaboration of talents in a public performance.
Students of all abilities in elementary, middle or secondary school could bring together the talents of their musicians, writers, poets, singers, composers, choreographers, dancers and performers, and include connections with faculty and other professional performers, to produce a performance night to showcase their collective talents.
This celebration of differences would encourage students and adults of all abilities to break down the barriers commonly found in society today. Students learn how much they have in common and develop new and meaningful relationships through their creativity. This event would not be presented as a competition, but as collaboration, because all education needs to be inclusive.
Mervin Lowik
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