We Don't Know

In the video "Beyond F.A.T. City", the statement that was the most striking to me was that we don't know what it feels like to live with a learning disability. This is an obvious statement; but, many times we forget about this detail because we do not have to face a learning disability everyday. Assuming that we know what a student feels like is one of the worst mistakes we can make as educators. What we can do is be compassionate towards the student and show that we want them to succeed despite their learning disability.

Another statement that was enlightening today was - fair doesn't mean the same... fair depends on the needs of each person. I have always thought that fair does mean that everyone gets the same amount of time and energy. This belief is now shifting to the fact that fairness depends on the needs of each student. Fairness should not be judged relative to the needs of someone else.

These two statements are crucial when it comes to relating two students with disabilities. Although we can attempt to walk in another person's shoes, it is impossible to understand the frustration, anxiety, and tension that individuals with a disability live with. As educators, we can let these students know that they have support and don't have to walk these difficult roads alone.

"A Mind of Your Own"

Last class, we watched a video entitled "A Mind of Your Own". Up until this point of the course, I had been feeling very overwhelmed about the responsibilities that teachers undertake when establishing an inclusive classroom. The film gave me hope and made me feel like I would be capable of this challenge in my future classroom. Each student that was featured in the film provided me with some insight into their perspective of what it is like to live with a learning disability.

In the film, one student equated his learning disability to a big rock that he had to climb over. He would stutter in class because he was nervous and the other students would always tease him. His grandmother started helping him read at a higher level and he played chess, which he was exceptional at. This gave him the confidence that he needed in order to decrease the size of the rock that he had to climb over.

Another student explained that her learning disability was like a chest full of drawers. Information would go in to the drawers and was organized; however, when it was time to retrieve the information, it would be rearranged differently and was confusing. To overcome her disability, this student also worked on the talent that she possessed - opera singing.

The last student that was featured in the film compared his learning disability with ten television sets that were all on at the same time; he wasn't able to filter out the noises and concentrate. He was diagnosed with having ADHD and the Ritalin that he was prescribed was somewhat effective in helping him concentrate. His woodworking and writing abilities also assisted him in overcoming his disability because he was able to focus on his strength and not be submerged in his failures.

There were two very important insights that I extracted from the film. First of all, each student sincerely does want to learn... maybe even more so than students who society would judge as not having a disability. Secondly, when teaching students with learning disabilities, it is imperative that we utilize their strengths to facilitate them in overcoming their disabilities.

Service Delivery Models

Which of the service delivery models is the most effective for teaching students with disabilities?

Each model has its own pros and cons that must be taken into consideration. Special education classes occur in a structured environment and have teachers who are working in their area of expertise. To some people this may seem like the best answer because the teacher would be able to spend more time with each student individually. However, a student does not have the chance to interact and learn with their non-disabled classmates. They also may experience a stigma that is either invoked by their peers or fabricated from their insecurities and past experiences; but this stigma is just as real and debilitating for the student. It is hard to judge whether this stigma is worth the risk when we place students in special education classes.

Another service delivery model is the resource room model. One advantage of the resource room is that students with disabilities interact more with peers that are not disabled. This may lead to their peers being more cognizant about different disabilities and more willing to provide a helping hand. There are also drawbacks to this model. The resource room teacher and the regular classroom teacher may not have the time or energy to provide a positive shift between classrooms. This may cause routines to be disrupted for all of the students and teachers.

Lastly, the third model is the inclusive classroom. In theory, this may be the most appealing model because no one is consciously secluded. The inclusive classroom is the entire community working together to remove the barriers for students with disabilities. Everyone that is involved will benefit in an inclusive classroom. This service delivery model appears to be the best; but is it feasible? Teachers may feel overwhelmed and unqualified to have the responsibility of teaching many students with a variety of disabilities.

I am still unsure of which model is the most reliable and effective. I think that all three can be used effectively if they are presented in the most positive way. The stigmatism can be avoided, the routines can be upheld, and the teachers can gain the qualifications to teach a diverse classroom. Regardless of which model is used, we must ensure that every student feels like they belong and are valued in the classroom and society.

Initial Ideas About Inclusive Education

My Personal Experience

In my grade school educational experience, I was not exposed to the concept of inclusive education. I grew up in a small town where I was with the same core group of students from kindergarten to grade 12. There were some students who needed extra help with reading, math or had other common barriers. However, from my naive perspective, there were never any severe disabilities that significantly held students back from learning. Now that I am more aware of the idea of inclusive education, I understand that these barriers can be challenging to overcome and cannot be disregarded.

Disability: Whose Responsibility

Ensuring that a student learns despite encountering a learning barrier is everyone’s responsibility. It is human nature to attribute successes to our own internal characteristics and to attribute failures to external factors; therefore, some individuals will be unwilling to take responsibility if a child is not learning. When a student with a disability is concerned, then everyone must take accountability. We must change what we can control to help a student be successful in the classroom.

Movements for Inclusive Education

I agree with the steps that have already been taken to implement inclusive education effectively in the classroom. For example, the Salamanca Statement created by UNESCO provides a foundation that all countries can draw upon when creating their own inclusive education programs. Canada has taken its own necessary steps to increase the awareness and acceptance of inclusive education. The fact that all Canadians have the right to a higher education is evidence that our country values every citizen regardless of their disabilities or inadequacies. It is reassuring to know that we are becoming more empathetic towards individuals who have disabilities and taking action to minimize the barriers they face.

Attitude and Beliefs

My preexisting belief about disabilities has leaned towards a nativist view that it is an internal trait. However, in the past few years I have come to understand the important role of the environment in a child's development. Enriched environments can increase the child's capability to learn despite their barriers. Conversely, negative environments can magnify a child's disability. Our job as educators is to provide a safe and positive learning environment for all students.

I am looking forward to expanding on my knowledge about inclusive education, challenging or reinforcing my current beliefs, and becoming an effective advocate for inclusive education because of this course.