The Procrastinator’s Library By Kerwin Eloise
The idea of inclusive education versus integrative education has become the new frontier in the educational space with familiar battle lines shaped between the Ministry of Education and teachers.Inclusive education looks at integrating students with disabilities and on the various neurodivergent (people who process information in a way that is not typical for their age) spectrums, which includes autism, in the ‘normal classroom’ and not segregated away in special education centers.
Some may view teachers as resistant to change, being ableist and defiant in their approach.
Far from it.
The reality lies in the fact that yet again the ministry seeks to impose ‘modern and inclusive’ ideas, borrowed from metropolitan countries without adequately preparing teachers with the requisite tools, training and resources to successfully implement this change.
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There is no denying that the modern classroom is changing and we need to change along with it. We need to understand students on the spectrum, especially as some are our friends, peers, offspring etc.
They will eventually enter into a world which they will have to adapt to and need adapting for. Students will mature into adults who will step into communities and workplaces outside their normal bubbles and have the understanding and social aptitude to develop a more tolerant society.
The new frontier must be examined with critical thinking and with much needed honesty if we are to successfully meet the needs of students and the challenges that arise from being an integrative one to an inclusive society.
The ostracizing of students with disabilities of the neuro divergent kind may be lessened due to the frequency in which they interact with their ‘normal’ counterparts. And if there is anything this society needs is more empathy and understanding.
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The fostering of diverse inclusive classrooms would demand empathetic, cooperative classrooms that reduce stigma and discrimination. Moreover, the exposure of teachers to students and families of persons with neuro diverse backgrounds could allow for teachers to develop their skills in delivering content.
From differentiation for slower and diverse learners as well as being able to create inclusive lessons for inclusive classrooms. The improvement of teacher skills and ability to adapt to varied environments would undoubtedly be of benefit to the school and the society at large.
The new digital primary curriculum being piloted has an A.I planner which incorporates suggestions, activities and assessments to deal with neurodivergent students, which does not solely refer to persons on the autism spectrum.However, it often suggests the use of a teacher aide to deal with the presumed autistic child.
Will the added fiscal burden of extra teachers and support staff in a system with declining numbers be digestible for the general public. Not solely just special ed assistance teachers and aides but potentially speech and language therapists. Additionally the cost of sensory materials and potentially specially equipped classrooms for sensory adjustment and training of teachers may be a realistic barrier to providing diverse and inclusive training.
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Unless it is left at the behest of schools and teachers to do such.
Teachers are currently overwhelmed with dealing with general indisciplined behaviour and the socio-economic issues plaguing our society- which many view as failing- and the introduction of diverse students without the adequate support will allow for more damage than success.
Moreover, there is a seminal question to be asked.
Whilst parents and teachers may be sensitized will the kids be?
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Are we going to send neuro diverse students into the lion’s den?
Where they will be mocked and scorned and bullied? We have seen how ‘normal’ children who show any sort of difference are bullied. Can we say the same for those who have been deemed diverse?
