Here is our proposal for the AERA presentation (reference list forthcoming). Accepted Jan. 2008:
There are myriad ways to define inclusive education (Ainscow, 1999; Barton, 2003); however, the thread that runs throughout each definition is the re-conceptualization of how we understand and engage with difference in constructive and valued ways. The Centre for Studies on Inclusive Education define inclusion as the processes of “increasing the participation of students in, and reducing their exclusion from, the cultures, curricula, and communities of local schools […] and reducing barriers to learning and participation for all students, not only those with impairments or those who are categorized as having special educational needs” (CSIE, 2000). Fundamentally, inclusive education is about viewing differences as opportunities for learning and not problems to be fixed (Ainscow, 1999).
Viewing schools as an institution (Foucault, 1972) offers the potential for them to be an ideal space in which to begin evaluating current thinking about disability, changing attitudes about instruction, and acknowledging the unique role that each individual can play within an inclusive society. However, our aspirations to be inclusive still outweigh our accomplishments (Ainscow, 2000; Hutchinson, 2007) in providing full supports and services so that students with disabilities can achieve successful outcomes and truly feel a sense of belonging in school settings (Allan, 2006). While legislation mandates children with disabilities to be provided with appropriate education in the least restrictive environment (e.g. IDEA, 2004), and while inclusion is the stated goal in many schools across North America, there are central elements within our education system that work in contradiction to inclusive practice and continue to support the segregation and exclusion of students with disabilities in our classrooms, schools, and society (Carrington & Robinson, 2006; Slee & Allan, 2001; Thomas, 2006). Of particular concern is the resistance from teachers to accept inclusion and further, a lack of conceptual understanding to support inclusive practice in our schools. This speaks directly to teacher education and preparation programs and how they facilitate a philosophical and pedagogical discussion about inclusive education.
If we are a culture committed to inclusion [my edit (3/24): and this is the crux of the matter-it doesn't seem that we are a culture committed to inclusion. Look at building accessibility, disability in popular media, policy/legislation around disability and we can see why inclusion is viewed as such a 'radical' concept.], then teacher education programs must move this commitment forward by engaging with our education system, scrutinizing our current practices and beliefs, and exposing pre-service teachers to disability studies in education. Although teachers identify numerous barriers to supporting full inclusion, research and experiences of teacher-educators express that the ability to embrace diversity and accept the philosophy of inclusive education is the most significant hurdle to overcome (e.g., Forlin, Douglas, & Hattie, 1996; New Brunswick Association for Community Living, 2007). Indeed, researchers have shown that teachers who are most effective in inclusive classrooms are those who have personal beliefs that all students can and should be included, as well as have the supports of administrators and policies that enforce this belief (Stanovich & Jordan, 1998). However, as teacher educators, we often hear a commonly shared opinion that “inclusion sounds great in theory, but it just doesn’t work in practice.”
The goal of this discussion session is to address the underlying obstacles to teachers’ acceptance of the philosophy of inclusive education. Our goal is NOT to point fingers at teachers while alienating them from this important conversation or to diminish the vital importance of their legitimate concerns about inclusive teaching. In fact, a question becomes, how do we present the critical importance of inclusion, while addressing the legitimate concerns of pre-service teachers and the realities that they face in today’s classroom? In teacher training courses, how do we balance the focus on the system-level changes needed to support inclusive schools and the necessity to learn skills to “use tomorrow” in addressing the diverse learning needs in our classrooms? Although this is not a new discussion in education, these issues continue to be an immense challenge in teacher training.
This guided discussion session will present an overview of inclusive education and current classroom practices as a framework for organizing teacher training. This framework will propose critical elements in supporting pre-service teachers in analyzing their roles in building inclusive classrooms and schools, in addition to examining best practices in classroom curriculum, pedagogy, and assessment for diverse learners. It is hoped that this session will involve participants from multiple disciplines and backgrounds; this cross-disciplinary approach is essential in fostering understanding and accepting of inclusive education.
We’ve come along a little since writing this in December, 2007. At the AERA conference in March, we had some great conversations and got a lot of great references to research that has and is being done along these lines. We’re looking for to continuing this work.
