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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
Child first... disability the secondary factor
Introductions
Turn to your neighbour and share with them about any people you know with disability
Feedback
Child first... disability the secondary factor
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
Child 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)
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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!
Child first... disability the secondary factor
How many people in this picture?
Child first... disability the secondary factor
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
Child first... disability the secondary factor
Attitudes are the biggest barrier!
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
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.
Child first... disability the secondary factor
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.
Child first... disability the secondary factor
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
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
Child first... disability the secondary factor
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
Child first... disability the secondary factor
Common misconceptions
Child first... disability the secondary factor
• 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.
Child first... disability the secondary factor
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
Child first... disability the secondary factor
RememberHaving a disability is part of
everyday life and not something to be dramatised, ignored or pitied.
Value the potential in everyone…………
http://www.glumbert.com/media/brokedancing
Almasalsera.wmv
Child first... disability the secondary factor
The last word…...