Inclusive Classroom Practices: Valuing Diversity in the Educational Setting What this means for Returning Teachers By Wendy Neilson

Inclusive Classroom Practices:

Valuing Diversity in the Educational

Setting

Inclusive Classroom Practices:

Valuing Diversity in the Educational

Setting

What this means for Returning Teachers

By Wendy Neilson

The Joy of my Life

Child first... disability the secondary factor


Introductions

Turn to your neighbour and share with them about any people you know with disability

Feedback


What is a disability?• In groups ….

– Discuss your understanding of what this word means to you

• Write your own definition of this term………

• Feed back– It is a very hard word to explain– It is a word that is full of political

implications

Why use definitions?

• Definitions can

“…divide our chaotic world into meaningful chunks and categories, but also for insights into the nature of the ‘powers-that-be’ who make and then use definitions to build, maintain and advance their own position in society”

Gregory,1997,p.487Child first... disability the

secondary factor


The WHO definition explains disability

as….•

“ any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.”

Impairment is part of this definition and means“lacking part or all of a limb, or having a defective limb, organ or mechanism of the body”

A Prefered Definition of Disability

A Prefered Definition of Disability

“the disadvantage or restriction of activity caused by a contemporary

social organisation which takes no or little account of people who have

physical, (intellectual, sensory,emotional) impairments and

thus excludes them from the mainstream of social activities.

(Oliver, 1990)


The social model…• Sees disability from a different perspective

– “Disability is in society, not in me”

• Disability is the outcome of:– social arrangements which restrict the activities of people

with impairments by placing social barriers in their way

• Disability then becomes a form of SOCIAL OPPRESSION– …like sexism, racism, homophobia etc

• Values the lives of disabled people and enhances their full participation in society including the classroom

• Acknowledges that the government and the community have the responsibility to address the disadvantages

• The social model has a strong disability

rights focus


How does the social model make a difference?

• Disabled people have begun to interpret and value their own experiences

• Disabled people organize their own political movements• It has become a central concept for disability studies

and debate• In NZ it has been one of the strongest influences in the

development of the Disability Strategy.

• Some aspects of disability are impossible to solve by social manipulation

• Disabled people were/are socially excluded in every realm of social life and denied basic civil rights

• Exclusion can be detected in subtle, benign or benevolent forms– *health and welfare services *voluntary organisations– *caring professions *well meaning friends *charities

The social construct of disability is one of the most important ways forward for disabled people


Many people with disabilities

• Are still not treated as equals

• Today we are going to look at some of these issues

• And relate that to your role as teachers


We only live once...so• Disabled people must have the same

opportunity to go and live a fulfilling life

• They must have the opportunity to reach their full potential

• To have fun and fulfil their dreams

• To get a fair and equal education

• What happens in the classroom has a very big impact on that!


How many people in this picture?


Disability Dimensions:

• 1 in 5 New Zealanders 20% have a disability• The most common disabilities are physical• Sensory are the next most common…sight and hearing

43% of adults with disability• 61% have more than one disability• Two thirds of adults with disabilities over 15 have

physical disabilities• The population is ageing with higher rates of disability

as people age• Half of all people aged 55 and over have a disability• By 65 years there are more women with disabilities• Men have higher rates of disability, as a result of

accident, than women• Disease and illness are the most common cause of

disability among adults


Attitudes are the biggest barrier!


Attitudes:influencing

perspectives• The medical discourse• The charity discourse• The lay discourse and

– Those 3 ways are not very positive

• The rights discourse– Is very empowering– It needs to become the dominant way


The Medical Discourse

Sees people with disabilities

Through a clinical concern for the bodyAs sick and needing to be made betterAs a helper..with the person with a

disability as• Client• Patient • Victim


The Charity Discourse

Sees people with disabilities

From an institutional and organisational focus

With a humanitarian and benevolent attitude

As expecting to be grateful With no recognition for the need or

right to privacy or choice


The Lay DiscourseSees people with

disabilities

As inferior, dependant, weak, isolated

As asexual, childlike As shunned and rejected That impairment must be awful That life is not worth living



The Rights Discourse …the social model

Demands equality of citizenship from a personal and political perspective

Fights against discrimination, exclusion and oppression

Demands that individuals have independence, make their own decisions

Have opportunities the same as everyone

Insists that they will define their needs for themselves

Recognises that the diversity of people with disabilities and that they need to be accepted, not punished


The New Zealand Disability Strategy

• Consultation throughout NZ in 2000• Launched April 2001• 15 objectives

• Recognised many barriers• ‘ More often than not, barriers are made out of people’s

ignorance towards something different.’- consultation comment


Some of the Barriers

• When I’m a child…..- For disabled children, it is hard to get the best start to

their life ahead. Children’s needs can put big demands, including financial pressure, on their families and whanau.

• When I’m a youth….. - Disabled people are much less likely to have

educational qualifications than non-disabled people.


Objectives 1 & 2• Objective 1:• Encourage and educate for a non-disabling society• Encourage the emergence of a non-disabling society that

respects and highly values the lives of disabled people and supports inclusive communities.

• Objective 2:• Ensure rights for disabled people• Uphold and promote the rights of disabled people.


Objective 3

• Provide the best education for disabled people

• Improve education so that all children, youth and adult learners will have equal opportunities to learn and develop in their local, regular educational centres.

What returning teachers should know about INCLUSION

• The importance of your attitude

• Inclusion happens when

• Every child in the class meets their full potential– Physical & intellectual

impairments, G & T, sensory, ethnic differences, learning & behavioural challenges, victims of abuse etc

• Special Ed Policy (1989)

• Funding– SEG funding– ORRS funding

• IEPs• Collaboration

model• RTLB• Teacher aides• Don’t forget PE!Child first... disability the

secondary factor


A Great Teacheris informed, organised, patient, adaptable, relaxed

and has a great sense of humour

• Gives me help only when I need it

• Doesn’t mind changes in the classroom to suit my needs

• Knows my disability limits me, but still challenges me to do my best

• Knows me as an individual

• Allows me to take time out when I need it

• Is interested to learn about my disability

• Accepts me for who I am on the inside

• Has good contact with my parents

• Treats me like everyone else in the classroom

• Understands my disability but doesn’t bring attention to it when it’s not needed

• EDUCATION today(2007)Issue 3, Term 2 p.19


2006-8 Big years for the disability

sector• 2006 • NZ Sign adopted as an official language in NZ• Nov: closure of Kimberley....last large residential

institution• Dec: UNO Convention on rights of people

adopted

• 2007• March: NZ signed the United Nations Convention

on the Rights of People with Disability in New York...but not ratified

• 2008• New Zealand presented with the international

Roosevelt award for work achieved with the NZ disability community

• Sept: Convention ratified by NZ Govt.

Language and Labelling

Language has evolved over the years.Some words are unacceptable due to the shift

in thinking around disabilities.Words such as handicapped, crippled, spastic,

wheelchair-bound, victim, suffering, or dependent – should not be used.

Be factual if you need to talk about the impairment.

· Say….. Person with a disability, disabled person

rather than ‘the disabled’ ‘Using’ a wheelchair

rather than being confined to one ‘Having’ a condition

rather than suffering from or being a victim

The point is……….

Any child with a disability should be

seen as a person first and their

disability should be a secondary factor


Common misconceptions


• Don’t assume if a child has a physical impairment that they have an intellectual one as well, or vice versa.

• Don’t assume if a child has a visual impairment that they are hearing impaired as well.

• Don’t assume that if a person has a mental illness that they will be more violent or have worse behaviour than the general population.


What This Means• People with disability need to be

recognised and valued in our schools• Disability is diverse and complex

– Some have more obvious disability than others

– We need to value these individual differences

• Children with disability have a lot to offer their school

• They need to be given the opportunity to do this

• Teachers at all levels have the ability to influence attitudes of everyone


RememberHaving a disability is part of

everyday life and not something to be dramatised, ignored or pitied.

Value the potential in everyone…………

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The last word…...

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Inclusive Classroom Practices: Valuing Diversity in the Educational Setting What this means for Returning Teachers By Wendy Neilson