ED 564: Administration of Inclusive Schools

1. Faculty of Education ED 564: Administration of Inclusive Schools Saturday, January 14, 2012 Philosophy and Policies of Inclusion

2. Class Outline Review of Morning Session The Philosophy of Inclusion The Policies of Inclusion Making Inclusion Work: The School Administrator’s Role Final Thoughts

3. The Philosophy of Inclusion • Many would argue that inclusion is no longer a controversial issue • However, creating inclusive classrooms is still problematic • Perhaps part of the difficulty stems from the fact that teachers don’t understand the philosophy or policies of inclusion

4. It is important to recognize that inclusion is first a philosophy, and the policies that have been enacted stem from and build upon this philosophy • Also, it’s important to realize that a universal version of inclusion does not exist • Thus, it is more apt to talk about inclusions rather than a single inclusion

5. This is troubling in that if one is unsure of what inclusion means, how does one create an inclusive classroom or school • Thus, we must search for commonalities among the competing definitions

6. “The philosophical basis for inclusion…is a belief that all students should be included within the regular classroom, and that any removal of a student to other educational settings must be justified on the basis of individual learning needs.”

7. “To think that the regular classroom is the only option for students with exceptionalities is an abuse of the fundamental tenet of inclusion which is to provide an appropriate education for all students.”

8. Thus, as a philosophy inclusion is tied to the concepts of equity and fairness • Inclusion is also linked to the notion of change • “Inclusion refers to a set of principles, values and practices which involve the social transformation of education systems and communities.”

9. “[Inclusion] represents a fundamental change in who does what, to whom it is done, where it is done, and how resources support what is done.”

10. The Policies of Inclusion • “Policy is like an elephant— you recognize one when you see it, but it is somewhat more difficult to define.”

11. “Policies shape the structure of schools, the resources available in schools, the curriculum, the teaching staff, and, to a considerable extent, the round of daily activities. Policies determine how much money is spent, by whom, and on what, how teachers are paid, how students are evaluated, and most other aspects of schools as we know them.”

12. In looking at policies surrounding inclusion, it’s important to keep in mind that it varies from jurisdiction to jurisdiction • Thus, there is no all-encompassing snapshot of inclusion, but rather, only individual portraits

13. Universal Declaration of Human Rights (1948) needs to considered in terms of policies that have shaped inclusion • As well, the 1975 Declaration of Rights of Disabled Persons is relevant

14. Federal legislation such as the 1982 Charter of Rights and Freedoms must also be considered • However, in Canada, unlike the United States, education is largely a provincial responsibility, and inclusion does vary across the country

15. Eaton v. Brant (County) Board of Education (1997) Sopinka J. in writing for the court set out three important criteria: 1. There is no presumption in favor of inclusion based on the Charter or the wishes of parents. 2. Decisions regarding placement of exceptional students must be made in the best interests of the child. 3. Therefore, excluding some children from mainstream classes is an acceptable form of discrimination, if it benefits the child.

16. “It is held that case-by-case decisions are consistent with the essence of special education; rather than a blanket policy, the special needs of each pupil must be carefully assessed and the most appropriate educational placement for that child judged. Opting for participation in any program is justified only if such programming meets the needs, wishes, and interests of a student.”

17. Thus, while the philosophical tenets of inclusion have been embraced, there may be a disconnect when we look at policies

18. Making Inclusion Work: The School Administrator’s Role • Would more training in special education, especially during education degree programs, make teachers more able to work and succeed in an inclusive school? • In the absence of more training, responsibility for fostering inclusion rests largely with the school principal as instructional leader

19. As a school leader, you need to understand what inclusion is, and be prepared to brief your staff • This might be formalized (guest speakers, etc.)

20. It may also be quite informal (conversations during lunch; leaving brochures in staff room, etc.) • At a minimum, always be visible and ready to discuss the issue • Perhaps most importantly, the attitude of the school administration will dictate how inclusionary the school will truly be

21. From the research it is clear that inclusion works best when supported by the school administration • Thus, principals must support the philosophy and polices of inclusion • As well, steps must be taken to institutionalize inclusion (written mission statement, etc.)

22. Research suggests that Nova Scotia teachers feel they lack the resources to teach in an inclusive classroom • What can school administrators do in this regard?

23. Final Thoughts • The philosophy of inclusion is now a generally accepted part of education in Canada and elsewhere • However, policies directed at inclusion vary widely • Still, most jurisdictions have, at a minimum, de facto inclusion

24. To create an inclusive school, administrators must accept the tenets of inclusion, and work closely with staff to foster an environment where all students are provided the most unrestricted opportunity to learn

25. This is not to suggest that creating an inclusive school is not difficult and time-consuming • Yet, all kids deserve an appropriate education, and thus inclusion is a goal we as educators must work towards • Inclusion is difficult, but a most laudable goal!