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Last updated Thursday 17 June 2004 08:56 PM

INCLUSION
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Are children you know still being excluded from their neighborhood schools or general education classrooms?  Consider raising public awareness of this segregation by sporting a yellow ribbon pin from Personalized Cause.  These jewelry-quality yellow ribbon pins can be personalized with the name of the student(s).  In addition, a portion of the proceeds is donated to the cause you select.

(PS IDEA highly recommends entering awareness code CNS on the order form -- to benefit Children's Neurobiological Solutions Foundation.)
 

PS IDEA is proud to present this excerpt from Kathie Snow's book Disability is Natural: Revolutionary Common Sense for Raising Successful Children with Disabilities

WHEN LABELS JUSTIFY EXCLUSION

Labels are used to identify a child's disability for the purposes of getting services and treatments. And the ultimate goal of these services and treatments -- whether it's stated or not -- is to make the child "as normal as possible." Many professionals and parents often feel that until the child reaches a certain level of normalcy, he cannot or should not be included in regular education classes, community activities, or other typical childhood experiences. As a result, children are excluded. A variety of explanations are used to justify this exclusion.

Physical Appearance Factor

"If a child doesn't look normal (uses a mobility device, has Down syndrome, doesn't look or act her age, or whatever), she must not be normal. She can only be included if and when she looks more normal. She might be uncomfortable around normal people and they would certainly be uncomfortable around her."

Some people claim to be "uncomfortable" around people who look different. Is this because they're reminded that "this" could happen to them? Shall we make our children wait and wait until they meet society's artificial standards? What about children who will never look "normal"? And how can anyone make the absurd assumption that a child with a disability would be "uncomfortable" around so-called normal people? This is a remnant of the conventional wisdom of the institutional era when it was believed the "feebleminded" didn't belong in society.

Functional Abilities Factor

"If a child can't do what other people do, he's not normal. Therefore, he can not or should not participate in normal activities. If and when he can (take your pick): walk, talk, feed himself, behave appropriately, add, subtract, multiply, divide, write, or act like normal people, then he can participate in normal activities."

If accommodations are made or supports provided, a child can successfully participate regardless of his functional abilities. None of us do things exactly the same. Should a child be penalized because of his differences?

Contribution / Participation Factor

"If a child cannot contribute to and/or participate in typical childhood activities like other children, there is no reason for her to be included in these activities. If and when she can contribute and/or participate like normal children, she can be included."

We all contribute and participate in our own ways. There's no standard to measure the contribution or participation of typical children. Why should one be imposed on children with disabilities?

Disruption Factor

"A child who is disruptive cannot be allowed to ruin things for other children. When he can learn not to disrupt, he can be included -- maybe."

If we take the time to learn what a child really needs, and if we provide him with the appropriate supports and modify the environment, the disruptions would probably subside and/or they would no longer be perceived as problematic. Children without disabilities don't have perfect behavior; why should we impose a standard on children with disabilities?

Benefit Factor

"If a child doesn't learn normally and can't do things normally, he will not benefit from being in a regular classroom or another other typical environment.  If and when he can learn normally, do things the right way, and benefit from the activity, he can be included."

None of us can know all the benefits a child may be receiving from his environment and the people in it. If a child is participating in something he enjoys or is with people he likes, we must assume he's benefiting from the experience. We don't try to measure the benefits typical children receive, why should we do it to children with disabilities?

There are other, more specific, rationales used to justify exclusion, but most would fall under the general categories described above.  Many decisions are made about our children before anyone has even met them.  Labels define and limit our children.

Reprinted with permission from Disability is Natural: Revolutionary Common Sense for Raising Successful Children with Disabilities  ©2001 Kathie Snow, BraveHeart Press, www.disabilityisnatural.com
 

Segregated education is but another form of institutionalization
 which we view as extremely detrimental
 to the growth and development of disabled and nondisabled children alike.

- Diane Julie Lipton
1945-2002

INCLUSION
• Maximizes Individual Growth • Builds a Sense of Community •

Children with Disabilities General Education Educators Society
▪ affords a sense of belonging to the diverse human family

▪ provides a diverse stimulating environment in which to grow and learn

▪ evolves in feelings of being a member of a diverse community

▪ enables development of friendships

▪ provides opportunities to develop neighborhood friends

▪ enhances self-respect

▪ provides affirmations of individuality

▪ provides peer models

▪ provides opportunities to be educated with same-age peers

 ▪ provides opportunities to experience diversity of society on a small scale in a classroom

▪ develops an appreciation that everyone has unique and beautiful characteristics and abilities

▪ develops respect for others with diverse characteristics

▪ develops sensitivity toward others' limitations

▪ develops feelings of empowerment and the ability to make a difference

▪ increases abilities to help and teach all classmates

▪ develops empathetic skills

▪ provides opportunities to vicariously put their feet in another child's shoes

▪ enhances appreciation for the diversity of the human family

 ▪ helps teachers appreciate the diversity of the human family

▪ helps teachers recognize that all students have strengths

▪ creates an awareness of the importance of direct individualized instruction

▪ increases ways of creatively addressing challenges

▪ teaches collaborative problem solving skills

▪ develops teamwork skills

▪ acquires different ways of perceiving challenges as a result of being on a multi-disciplinary team

▪ enhances accountability skills

▪ combats monotony

 ▪ promotes the civil rights of all individuals

▪ supports the social value of equality

▪ teaches socialization and collaborative skills

▪ builds supportiveness and interdependence

▪ maximizes social peace

▪ provides a miniature model of the democratic process

Based upon "Creative Educators at Work:  All Children Including Those with Disabilities Can Play Traditional Classroom Games," by Donna Raschke, Ph.D., and Jodi Bronson, Ed.S., 1999

bullet Inclusion Bibliography bullet

Common Misconceptions About Inclusive Education
Some opinions about inclusive education are based on unsound information.
Three common myths about inclusion are:
MYTH REALITY
Separate is better. Segregation doesn't work.
Whether children are separated based on race, ability, or any other characteristic, a separate education is not an equal education. Research shows that typical children and children with disabilities learn as much or more in inclusive classes.
Children must be "ready" to be included. All children have to the right to be with other children their own age.
A child with disabilities does not have to perform at a certain grade level or act exactly like the other children in their class to benefit from being a full-time member in general education.
Parents don't support inclusive education Parents have been & continue to be the driving force for inclusive education.
The best outcomes occur when parents of children with disabilities and professionals work together. Effective partnerships happen when there is collaboration, communication and, most of all, TRUST between parents and professionals.

 

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