Inclusion and Disability:Summary and Overview Inquiry Two: Part One

Inclusion as an approach to or as a philosophy of education is a multi-faceted entity. The debate and controversy which surrounds inclusion is part of this complexity. Simply defined inclusion is the delivery of a comprehensive, appropriate, and/or challenging education to all learners, regardless of ability, culture, race, religion, sex, and economics. It is based on the principles of fairness, dignity, and human rights. Its success depends upon a collaborative process whereby all those involved are open, caring, and responsible professionals. Notwithstanding the simplicity of the definition, it is still quite a monumental struggle see this description realized. The literature examined, as part of this inquiry, has illuminated five major themes which I present, initially, as barriers/obstacles to the realization of true inclusion. Consequently, however,

the literature offers concrete and academic solutions to remove these barriers/obstacles, moving toward a greater understanding and acceptance for true inclusion.

1. Anthony Thompson(2010): Towards Socially Just Teacher Education

            Thompson examines the barrier of teacher education. Historically, teacher education pedagogy as it concerns disability was presented formally from a purely medical model, "...when most students entered the inclusive conversation beginning from a particular exceptionality, label, or diagnosis(such as an intellectual disability) they tended to do so exclusively from an individualized medical model view of disability" (p. 99 ).  Thompson sets out to compare traditional individualized views of disability (medical model) with the following three alternative understandings:

1. Disability studies in education perspective DSE...argue that disability is socially constructed
2. First Nation view of disability...there is no disability just a child who needs nurturing

3.      Neurodiversity (Autism pride/autism-as culture movement) is a concept whereby neurological differences are to be recognized and respected as any other human variation. These differences can include those labelled with autism.

            By renewing the teacher education program with the above and utilizing a self-reflective case study, Thompson was able to effectively initiate a change in student-teacher attitudes before going into the classrooms of Regina. He reports that most of the teacher candidates could now identify disability as oppressive and socially constructed and were moving toward a social justice agenda which will..."reinforce pedagogies of community that account for differences as opposed to a pedagogies of difference that (later) attempt to foster community" (p. 113 ).

2. Dan Goodley(2007): Towards Socially Just Pedagogies/ Exploring Deleuzoguattarian

            Goodley insists that socially just pedagogies must call for sensitivity to politics and culture. The lack of which presents another barrier to true inclusion. This is one of the key challenges in relation to working pedagogically with disabled people. He points out the obvious exemption of disabled people from Henry Giroux's work(appeal), and how disabled learners are excluded from the discourses of critical pedagogy. To understand why this is, an "analysis of disability requires us to expand the scope of democratic institutions"(p. 320). When we examine our political and social institutions we can see how we can get to a place where social justice is truly synonymous with caring, ..."there is reciprocity in the educational relationship, ordinariness, extra ordinariness, intuition, and personal shared understandings between agents of pedagogy"

(p. 329).   

            Goodley addresses the necessity of supporting disabled people through exercising and promoting an understanding of socially just pedagogies, as well as reconceptualising 

the concepts, assumptions, and practices of pedagogy. He examines disabilities studies and the work of Gilles Deleuze and Felix Guattari (BwO [Bodies without Organs] and rhizomes) To paraphrase, if we can take away the parts of the body that allow resistance...'able and impaired bodies, and minds alike, are no longer lacking entities but BwO and open to creative pedagogy' (p. 327).

            He concludes by reminding us that we must have a comprehensive understanding of the language and the discourse of those in power in order to affect realistic change, therefore presenting theories of resistance as intelligent alternatives to the limitations to the medical model of disability, and hence establishing socially just pedagogy.

3. Roger Slee(2001): Driven to the Margins/Hope for Australia's Schools

            Slee begins his examination of the barriers to inclusion by quoting the work of Touraine who asserts that there can be..." no democracy unless we recognize the diversity of cultures and the relations of domination that exist between them" (p. 386).  Australia, like so many other nations... "fails to recognize disablement as cultural interplay characterized by unequal social relations" (p. 386). So to affect change you must examine the issue of cultural recognition in education, explore the relations of domination in the school system, and push for political changes which attempt to reform the marginalization of the disabled where inclusive schooling provides an education for all regardless of culture, race, and socio-economic status because they are no less capable of educational participation and success than any other group. The installation of four content organizing  questions is what the author wants to see reflected in the curriculum as it is sensible and just for all learners and offers true empowerment through a truly inclusive education:

1. Who am I and where am I going? [Life pathways an social futures].

2. How do I make sense of and communicate with the world? [Multiliteracies and communications media].

3. What are my rights and responsibilities in communities, cultures and economies? [Active citizenship].

4. How do I describe, analyse and shape the world around me? [Environments and technologies].

4. Viannne Timmons: Having all Partners on Side/P.E.I. ...the little province that could.

            "For inclusive practices to take hold and become the norm, a concerted effort from multiple stakeholders is required. A shared philosophy is critical to the implementation of inclusive practices" (p.469). One of the greatest barriers to effective change is the procurement of a general consensus of all those who have a vested interested in that change. A coherent philosophy of inclusion is one that is embraced when teaching, working, and communicating within a society characterized by diversity. Most interestingly, the province of Ontario is far behind P.E.I. in its commitment to true inclusion. Perhaps it is because of P.E.I.'s geographical size that the so called stakeholders decided to come on board in order to make inclusive education a respectable reality.    

            Timmons agrees with Mittler's definition of inclusion in that..." it is a term that is variously interpreted, and has different meanings for different people. Inclusion is based on a value system that welcomes and celebrates diversity arising from gender, nationality, race, language of origin, social background, level of educational achievement or disability" (p. 471).  In order to have a school system that truly reflects the above, the province has made the following provisions:

• maintaining the number of teachers
• keeping small community schools open
• Student Services is responsible for supporting programs for students with special needs
• The UPEI offers a Diploma in Inclusive education as a core part of the curriculum. All education students/teachers must take this course
• the curriculum is designed to introduce teachers to the concepts of inclusive education with a focus on attitude and philosophy and how the teacher can differentiate the curriculum
• the majority of teachers are graduates of UPEI
• teaching and learning is needs based rather than disability focussed

            PEI has adopted inclusive practice as the standard approach to education of children with special needs, there are still challenges but having all partners on side and providing support are essential to the success of connecting inclusive policies to practice.

5. Petra Kuppers(2009): Towards a Rhizomatic Model of Disability`

            Kuppers explains that one of the central struggles or barriers in Disability Studies concerns the models of disabilities and more importantly the meaning of the word disability as it is understood socially and culturally, and within the medical model. She explains that disability as a social category is extrinsic to a specific person. For instance, if a person in a wheelchair encounters a stairwell she is disabled and can choose to embrace the label as a sign of shared oppression. Additionally, the medical model of disability is intrinsic. Here the body is understood as faulty and in need of being cured, managed, and rehabilitated.  She proposes the a rhizomatic model of disability, already a model, slanted, quotationed, rather than a mode of experience. "This is a model in which the extrinsic and intrinsic mix and merge, as they do in my own physical and psychical being when I am in pain, and cannot walk the stairs..."(p. 226) Even though she cannot find the words to describe the intensity of the  pain, she finds comfort through the shared experience of her pain with others who are also in pain. She refers to this as sympatico: a higher plane of mutual understanding exempt from spoken words. It is a rhizomatic moment. It is a moment so full of beauty and understanding words would diminish the experience.

            The rhizome and its principle characteristics, as described by Gilles Deleuze and Felix Guattari, is unique because it connects any point to any other point, unlike trees or their roots. The rhizome and its traits are not necessarily linked to traits of the same nature; it brings into play very different regimes of signs, and even non-sign states. ( Deleuze & Guattari, 1987, p. 21)

            In conclusion it is easy to see how dissenters of inclusion would find the rhizomatic model of disability a challenge to understand and acknowledge. It requires an open mind and acceptance and is this not the very essence of inclusion? " The rhizomatic model of disability is radically singular, flexing its membranes to touch words (disabled, pain), experiences (pain, joy) and other concrete objects in the world(stairs, pills, people, the ground, a table around which we are sharing our libations"(p. 226).