Inclusive Education 1

Toward an Inclusive Education Jenna Callaghan 00290788 University of Calgary

Education 507 Integration Seminar Brittany Harker Martin

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Toward an Inclusive Education In 2010, the Government of Alberta formally included a policy of inclusive education within one of its education initiatives, Inspiring Action on Education, in response to recommendations outlined in a framework document titled, Setting the Direction (Alberta Education, 2012a). In addition, the Setting the Direction document was renamed Inspiring Education to indicate the shift toward a policy of inclusive education (Alberta Education, 2012a). In order to understand the implications of such an approach, it is useful to understand what is meant by inclusive education. Some research in the field of education conceptualizes inclusion as an approach that involves the teaching of students with special needs in mainstream classroom settings (Ainscow and Sandill, 2008). Others adopt a broader definition, where inclusion is focused around supporting and embracing the diversity of all learners, regardless of their cultural background, language, class, gender, ability, or disability, and providing them with the tools, skills and learning environment they require to be successful (Ainscow and Sandill, 2008; Alberta Education 2012a). This latter, more encompassing definition is precisely the way in which the Government of Alberta has chosen to adopt inclusion in its educational initiatives. In addition to the variance in definitions for inclusive education, literature in the field of education suggests that regarding the benefits of an inclusive education classroom and system, there is the existence of some debate (Acedo, 2008). The purpose of this paper is to explore this debate further, and to critically reflect on what this shift means for mainstream teachers. Specifically, questions to be investigated include, why is it that an inclusive approach to education benefits students, how does this shift effect teachers, and what are the challenges associated with this educational approach. Finally, this paper argues that despite the existence of some challenges, there are strategies in the literature to address these

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difficulties in order to ensure that mainstream teachers, as well as their students, are successful in the inclusive classroom. In addition, the information and supports put forth by Alberta Education for this purpose are supported by this literature. After a three year project designed to provide support and specific strategies to schools transitioning toward an inclusive setting (in this case, the teaching of students with special needs in a mainstream classroom), Burstein, Sears, Wilcoxen, Cabello, and Spagna (2004) reported that students with disabilities were positively affected. These benefits resulted from inclusion in the classroom, which created opportunities for these students to work with their typical peers, learn from them, and to be exposed to age-appropriate curricula (Burstein et al., 2004, p. 109). It is also important to consider that inclusive educational settings not only benefit those students that might not have previously been included in mainstream classrooms, but all other students as well. In the same study, Burstein et al. (2004) found that students without disabilities benefitted academically in inclusive classrooms when there was an increase in the variety of teaching strategies and supports used by their teachers, even though these strategies may not have been specifically intended for them. In addition to the academic benefits mentioned, inclusive classroom settings aide students in becoming more compassionate and caring individuals, and create an environment resistant to discriminatory attitudes (Ainscow and Sandill, 2008; Burstein et al., 2004). As a result, all students will ideally feel a sense of belonging in their classroom, regardless of their diversity, while growing in their own acceptance of others around them. It seems reasonable to deduce that this resistance to discrimination might not exist quite so naturally in a non-inclusive setting, where students may not find themselves surrounded by peers of such diversity, and therefore might not have to develop attitudes of acceptance to the same extent. This research supports

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Alberta Educations (2012b) statement that we all need to belong, as well as the suggestion that the goal of inclusive education in Alberta is to ensure each student belongs, in addition to receiving a quality education. Although an inclusive approach to education has obvious benefits for students, the literature suggests that the implications for teachers may be less clear, and that this approach may not come without challenges. As a pre-service teacher, the feeling of trepidation (laced with excitement) over the thought of finally taking on a classroom full of students has almost become a natural part of the day. Therefore it is no surprise that thinking about taking on a group of students in an inclusive classroom feels like a daunting task. However, literature also suggests that many certified teachers may feel insufficiently prepared to teach all students in an inclusive classroom (Burstein et al., 2004). To combat this feeling and instill teachers with feelings of competence, Burstein et al. (2004) suggest that teachers should be provided with training that specifically involves best practices grounded in research. Depending on the extent of training opportunities available within a particular school setting, it may be that teachers need to take a proactive role in locating relevant professional development opportunities and resources for themselves. On the other hand, Jordan, Schwartz, and McGhie-Richmond (2009), suggest that specialized skills for teaching students with exceptional needs in an inclusive classroom may not be essential for effective practise. Teachers that view exceptional students as their responsibility, rather than an added stress in their classroom, may overall be more effective with all of the students in their classroom (Jordan et al., 2009). This suggests that a teachers beliefs and attitude toward inclusion, and acceptance of the diversity among their students may be an important indicator of success and effective teaching in an inclusive setting. These findings offer support for the Alberta Education (2012a) message that schools should reflect the attitudes,

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beliefs and health of the communities they serve and must be equipped to reflect inclusive practices (paragraph 9). Similar to worries of inadequate preparation for inclusion, it is reasonable to deduce that teachers may also have concerns about what is perceived to be the increased demand placed upon them, arising from the need to teach a wide variety of students with vastly different needs. To decrease these concerns, research places an emphasis on the importance of external support and collaboration for teachers in inclusive settings (Ainscow and Sandill, 2010; Burstein et al., 2004). Even as teachers move past their concerns, buy into the benefits of such a practice, and begin the shift toward it, sustaining this change may be another challenge to overcome (Burstein et al., 2004). Once again, research suggests the necessity of resources, classroom support and time to collaborate with other teachers in sustaining an effective inclusive classroom (Burstein et al., 2004). Embodying this research, the Alberta inclusive education framework utilizes several avenues for what is referred to as capacity building, including learning coaches, planning tools, differentiated instruction, and literacy projects (a detailed discussion of this capacity is beyond the scope of this paper), aimed at supporting teachers to increase their feelings of competence and become effective inclusive educators (Alberta Education, 2012d). The Inclusive Education Planning Tool (Alberta Education, 2012c), appears to be a potentially useful resource, particularly to teachers with feelings of unpreparedness for effective teaching in inclusive settings. The planning tool conveniently makes extensive amounts of information relevant to inclusive practice and planning readily available to teachers in one online location. In addition to the development of this planning tool, Alberta Education introduced learning coaches throughout the system along with the adoption of inclusive education. Filled by knowledgeable teachers, the role of a learning coach is to provide additional support, guidance,

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and collaboration to mainstream teachers, a practice supported by the literature throughout this paper (Ainscow & Sandill, 2010; Alberta Education, 2012e; Burstein et al., 2004). In addition to the importance of seeking outside support for effective inclusive practice, Alberta Education (2012f) promotes the use of differentiated instruction as a strategy to satisfy the learning needs of the diverse students in an inclusive classroom. Little, Hauser, and Corbishley (2009) assert that differentiated instruction recognizes the different learning paces, challenges and interests of students. Further, differentiated instruction acknowledges a students right to begin where they are and expect to grow as learners (Tomlinson, 2001, p. 93, in Little et al., 2009, p. 37). Reflecting on these statements, differentiated instruction lends itself perfectly to the goals of inclusive education in Alberta. However, it is important for teachers to develop a deep understanding of effective differentiated instruction, so as to avoid a shallow interpretation of the instructional approach. Without a full grasp of differentiation, one might interpret this instructional strategy to mean it is necessary to plan different lessons for each student, based on their individual needs, a task that would add even more stress to a teachers job. In contrast, teachers can differentiate their instruction by intentionally planning learning tasks that allow for multiple entry points and exit points; therefore providing all students the opportunity to participate and begin where they are (Little et al., 2009). Reflecting on this deeper examination of the benefits and challenges of inclusive education, the approach should be considered valuable for learner success. Although a shift toward inclusion may come with challenges and concerns attached, the results of overcoming these challenges and becoming an effective inclusive educator are worthwhile for the school community. As explored throughout this paper, the research suggests specific ways through which teachers can minimize these challenges. In addition, the capacity building strategies

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outlined by Alberta Education (2012d) appear to be grounded in similar findings from the literature. Finally, the road to creating an effective inclusive classroom may not be without struggle, but this is the direction in which the education system is moving; teachers should focus their efforts on embracing it and implementing the most promising practices for creating a successful inclusive environment.

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References Acedo, C. (2008). Inclusive education: pushing the boundaries. Prospects, 38, 5-13. doi: 10.1007/s11125-008-9064-z Ainscow, M. & Sandill, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401-416. doi: 10.1080/13603110802504903 Alberta Education (2012a). Inclusive education. Retrieved from: http://education.alberta.ca/department/ipr/inclusion.aspx Alberta Education (2012b). Inclusive education: About an inclusive education system. Retrieved from: http://education.alberta.ca/department/ipr/inclusion/about.aspx Alberta Education (2012c). Inclusive education: Inclusive education planning tool. Retrieved from: http://education.alberta.ca/department/ipr/inclusion/capacity/planning.aspx Alberta Education (2012d). Inclusive education: Capacity building. Retrieved from: http://education.alberta.ca/department/ipr/inclusion/capacity.aspx Alberta Education (2012e). Inclusive education: Learning coaches. Retrieved from: http://education.alberta.ca/department/ipr/inclusion/capacity/learning.aspx Alberta Education (2012f). Inclusive education: Differentiated instruction. Retrieved from: http://education.alberta.ca/department/ipr/inclusion/capacity/differentiated.aspx

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Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., & Spagna, M. (2004). Moving toward inclusive practices. Remedial and Special Education, 25(2), 104-116. doi: 10.1177/07419325040250020501 Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive education. Teaching and Teacher Education, 25, 535-542. doi: 10.1016/j.tate.2009.02.010 Little, C. A., Hauser, S., & Corbishley, J. (2009). Constructing complexity for differentiated learning. Mathematics Teaching in the Middle School, 15(1), 34-42. doi: 10.2307/41182949