Inclusion is amazing to watch. Watching true inclusion take place can spark so much joy in people as they watch someone who “shouldn’t” be participating thrive in an environment despite the potential barriers that could exist. People can have a narrow perspective of inclusion and others can have a wider lens.
If you ask someone with a narrow perspective what inclusion is, they might tell you about the importance of including a pupil who is in a wheelchair in physical education or how a child who is deaf can be included in drama. What they might not consider, however, is the wider perspective of including pupils with social, cultural, behavioural or emotional needs.
Inclusion can be considered the right to participate in everyday life. Children with behavioural, emotional and social needs can face challenging and invisible barrier to participate in day-to-day classroom life that might appear self-imposed whilst really deriving from a series of complex issues.
As these are issues which are extremely challenging for teachers and can be the cause of great frustration and upset, these children can be actively excluded through withdrawal, suspension or punishment or passively included where they are present in the room without meaningful engagement.
I have seen many instances of wonderful efforts and time being put into including these children but there are also incidences where these children are not included, and people feel it is either justifiable or are willing to turn a blind eye. Teachers should feel compelled to apply the same creativity and effort to include those with unseen needs as they are compelled to include those with physically visible needs.
Including children with physical disabilities can entail adding resources and removing barriers to ensure they can access and participate. Including children with complex emotional and behavioural needs can entail changing your whole style of teaching and communicating, your normal rules, your timetable and your reward systems along with many more factors.
If someone walked into my PE hall where a child in a wheelchair was sitting out because they couldn’t get involved with the lesson, there would rightly be uproar. Would the same uproar occur if a child with social, emotional and behavioural difficulties was left sitting out because they were unable to access the lesson without a meaningful effort by the teacher to include them?
The question should be framed when planning an activity as to why we shouldn’t include as opposed to why we should. The answers to why not to include may be solved by simple solutions, complex interventions or creativity and a can-do attitude. Maybe there is a valid reason, as there sometimes is. What’s right is the same effort and compulsion be provided for all, whether the need is visible or not.
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