As important as it is to try and be inclusive towards all students especially those with special needs, sometimes its crucial to take a step back and look into the perspective of teachers who may find it difficult to accomplish this for legitimate reasons. For example, there are many students with special needs who may be physically aggressive towards other students threatening their safety, who may completely lack social skills, who may have severe intellectual disabilities and be fully aware of their differences. These are some of the important questions teachers may have or may worry about when discussing inclusion. I think having a positive attitude towards inclusion is essential for all educators and schools, but also being consciously aware of the obstacles and difficulties that can arise with this attitude. Although its ideal to have all students fully included in the classroom regardless of needs, it is very realistic or doable. This is where the use of resource rooms comes into the conversation. Are they aimed for the child’s best interest? Are they beneficial in helping students succeed or feel accomplished? Are they meeting children’s social and emotional needs? In my perspective, resource rooms are a great add on to students who require more assistance outside of the classroom. Therefore, students should be encouraged to stay in the classrooms and have resource rooms for extra support. According to Lorna Idol (2006) in her study  looking at schools that implemented inclusion, is it possible for a school to fully implement an inclusion environment without any pull-out programs or resource rooms. However, its also important to take into consideration the type of special needs that are dealt with because some are more severe and require more assistance than others (Idol, 2006). Most teachers and Principals have positive attitudes towards inclusion but also have many concerns and questions (Idol, 2006; Jennifer M. Cassady, 2011). Teachers are concerned with students with severe needs and not having enough training to handle tough situations with those students (Cassady, 2011). Consequently, they are more positive towards inclusion of some cases of special needs over others. For example, teachers in a study stated that they are more favourable of including students with autism in the classroom than with EBD (Emotional and Behavioural Disorder) (Cassady, 2011). This is perhaps because of the aggressive behaviours of EBD students. Moreover, teachers are also more comfortable with the idea of inclusion if they have classroom support for those students with extra needs and together they can meet the students need in the classroom (Cassady, 2011).  I hope this helps in understanding why we have resource rooms and why pull out programs exist in the first place. Ideally we hope to move towards a more inclusive community where there is the least amount of pull out programs, but realistically 100% inclusion may not be the most suitable for all students with special needs.

I have come across a fascinating book titled “Creative learning for inclusion: Creative approaches to meet special needs in the classroom” by Edward Sellman that really captures the essence of inclusion in the classroom of students with special needs. Everything about this book (by the titles and sub headings) looks intriguing and noteworthy. Unfortunately I have not managed to read the entire book but I found a particular chapter that I will discuss for this post. The chapter on ‘Creative Approaches to Inclusion’ really caught my attention. This chapter was also very long and therefore I have focused on one aspect to give an overview on. Although there are many factors that are required for adopting creativity in the classroom, one factor that was important and that stood out to me was being a creative teacher. This resonates with me as an aspiring teacher therefore I chose to briefly discuss it. I have not read all the case studies in order to obtain practical creative solutions or activities that can be implemented in the classroom but the idea of being creative is so powerful on its own. Just like the new curriculum promotes, it’s really up to each unique and inventive teacher to come up with their own ideas of what creativity means. It varies for all.

Given the challenges faced by those working with special needs individuals and groups, creative approaches and solutions often have to be found in order to meet students’ every day needs and/or to translate conventional curriculum and teaching methods into formats and approaches that will “work” with them ( Sellman, 2013).  As a result, the special needs teacher can create or adapt a multitude of artefacts: the visual timetable to support the needs of children with autism or ADHD, the multitude of communicational aids, the sand tray to reinforce multi-sensory approaches to spelling and so on (Sellman, 2013). Many of these “creations” have often found their way into mainstream context as what turns out to be effective for individuals with special needs is also often more generally effective (Sellman, 2013).

A creative teacher is also a critical teacher. They are critical of what they teach and always look for ways to expand their way of teaching. Such a teacher understands that the field of special needs is often controversial and often asks critical and perhaps difficult questions to broaden their understanding. Example questions include ‘Is a student being educated in the most suitable place/group?’, ‘Is their current provision adequately meeting their needs?’ If it isn’t, ‘How can this practice be improved in their best interests?’ (Sellman, 2013).

I will continue reading this book and take away useful techniques and ideas that will be helpful for all teachers. Below is the citation of the book if anyone is interested in reading.

Sellman, E., & Ebooks Corporation. (2012;2013;2011;).Creative learning for inclusion: Creative approaches to meet special needs in the classroom. New York; Abingdon [U.K.];: Routledge. Doi:10.4324/9780203818145

As we were sharing our inquiry resources to other colleagues last week, one of my colleagues shared a blog that was very relevant to my inquiry project. I went home and visited this blog, and was amazed and shocked at how brilliantly put together it was and how much useful ideas and information was presented. This blog is created by an inspiring inclusion consultant, Shelley Moore, who consults locally, provincially and beyond. She runs workshops and professional development all over the country and presents on inclusion, special needs and technology. It would be an honor to attend one of her workshops or presentations. The best part is, she resides right here in Vancouver. She has many different links to her blog, including a link specifically for curriculum ideas and activities that promote inclusivity in the classroom. She provides free activity ideas and resources for every grade and all subject areas so that all teachers could benefit.

Do you remember the game “GUESS WHO?” It was a board game that I remember playing as a child and enjoyed it very much. In her blog, Shelley uses this game with some modifications as an activity for the beginning of the year to help students get to know each other. She suggests to change all the people in the card into students and teachers in the classroom. What an amazing idea! This creates a fun and authentic way for students to learn about each other and creates classroom community. This is something so simple that can be easily done within all classrooms and could be inclusive of everyone in the class. In her blogs, she provides many more activities that foster inclusion and are fun and relevant. I have only begun looking at her blog and I look forward to see what other great ideas and activities will be available as I continue surfing through her websites.

I am fortunate to have found many practical ideas that could be implemented in the classroom which promotes and encourages inclusion especially for those with special needs which is the main focus of my inquiry project.

What a simple yet powerful word. I have witnessed the lack of inclusion in many different contexts, and have had personal experiences with it growing up. I am motivated to delve deeper into this inquiry of how educators could be more inclusive in the classroom especially towards those with special needs because it resonates with all my beliefs of the role of an educator. Our role as an educator is to teach children, and there is no specific category in which the term children falls into therefore, we do not educate any specific type of children, but all of them in all their shapes and sizes. Children should not be labeled, or categorized or distinguished from one another in any aspect. Children should feel safe, belonged, capable, and powerful.

In my opinion, in taking steps towards inclusion, of most importance is to remember that you as a teacher are a role model to the students. If the teacher shows unacceptance of the student with special needs, the other students won’t accept them either. Consequently, if the classroom teacher feels good about inclusion, the student with special needs will thrive. If the teacher feels resentful about the extra work, the student will likely suffer. Moreover, inclusion works better when the professionals in the school collaborate. However, not all professionals are available or are willing to collaborate. The regular classroom teacher must be prepared to continue teaching their student with special needs with or without collaboration. It is up to us future educators to not let the traditional ways of practice define our strategies for including students with special needs. We must work collaboratively to change the policies and create a more just education system for all learners.

I look forward in exploring this issue further throughout my education program and I am eager to learn more about it, implement and integrate it into my teaching.