The other day, I was sitting with Ayelen, talking and learning more about the solar system. To support her learning, I usually need figures, videos, the computer, related books, and a million examples. It’s always been the same with Emir as well. This is how I know that in special education, the challenges of educating with modifications is a tough reality for many. For children with intellectual disabilities, teaching the theory is never enough – it’s not even appropriate at times. More than anyone else, these students need real-life information which they can receive in a way that activates their mental processing. Many times, if not always, the modification’s goal is to create that mental picture in the mind of the student with a disability, a picture that would naturally be created in the typical student’s mind through formal reading alone.
What happens in the mainstream classroom when we talk about the inclusion of students with more significant disabilities?
The mainstream classroom, not the inclusive one, is most often a structured classroom in which the academic content is delivered without pause. There are standards, goals, and established methods of learning in order to achieve the expected outcomes. Therefore, when the student with a significant disability aspires to become a part of the class, most likely this attempt is going to become a problem or cause of great concern for everyone involved. We tend to blame teachers but in reality, or at least based on my experience, it’s not about good or bad teachers but about a teacher with an ethical commitment to educating the child. When they have no clue about how to appropriately, effectively educate a child with disabilities, many of them choose to say no instead of choosing to learn. Many times that “no” comes along due to stress related to lack of time and resources for educators.
What is the mindset that we need to change in order to make inclusion possible?
- Let’s start by understanding that inclusion is not synonymous of perfection. Inclusion is not a healer. It is the serious commitment to enact the child’s right to access the same information that everyone else does in an appropriate, individualized, and accessible way. We want to maximize the individual’s opportunity, which does not necessarily translate to the individual mastering the academic standards.
- That said, in such a complex environment in which every second counts and every interruption causes an impact on the other students, it is a must to talk about planning. The teacher must face the challenge with the right tools. These tools include the right accommodations and modifications provided to both the teacher and the student from the highest level. In my opinion, these two (accommodations and modifications) should not stay only at school but should be shared with families in order to empower them to get involved, to take action, and to introduce and reinforce these concepts in the natural environment of the child. Therefore, it the school day is not enough or goes too fast for the student, he or she will be getting extra and appropriate opportunities at home.
- The inclusion of the student with disabilities can turn into an opportunity to apply and celebrate the power of Universal Design which is intended to help everyone in the classroom, not only those with learning challenges. If, in the attempt to create modifications or accommodations for the student with special needs, we find engaging content that can facilitate or support the learning of the other students in significant and engaging ways, let’s do it! Some examples are the creation of videos or projects instead of assigning essays or papers. By giving children extra information in more accessible ways, we are helping them to be successful as we empower them to find their own learning style. These extra supports don’t need to be mandatory but should be available to everyone.
Every time I think or write about special education and the importance of educating with examples instead of plain theory, I can’t avoid feeling how much I’ve missed out on over the years by not knowing or understanding these concepts. This is what inspires me to share. Years have influenced and educated me to fully grasp my child’s needs and to understand how they learn. I do my best every day; however, that doesn’t mean that I don’t get tired or disappointed. Some days I just don’t feel like doing homework and then, I don’t do it. But I always come back alongside my children. And that is what I feel proud about. It’s not about perfection, but the commitment to keep trying, to keep looking for answers, and to keep learning day to day. I suppose that my own commitment to teaching them with examples and by example helps my kids to understand the biggest concept: we are not looking for perfection, we are looking for fulfillment and personal satisfaction in school and in all areas of our lives.
