LP2[1a] Discourses of inclusion or exclusion for learners with additional needs

To adopt an inclusion stance, is to recognise the mana of each tamariki and their whānau, but more than that…. Inclusion is not an individual act, but rather a statement of community, interconnectedness and humanity. It is the embodiment of belonging and celebration of what each ākonga means as part of the ripples of their world.

 Imagine a position if you were to ask these 5 questions as a means of evaluating the way in which you support inclusion for all ākonga in your education setting. 

• Do you know me? (Mana Whenua, Belonging) 
• Can I trust you? (Mana Atua, Well-being)
• Do you hear me? (Mana Reo, Communication)
• Will you let me fly? (Mana Aōturoa, Exploration)
• Is this a fair place for me? (Mana Tangata, Contribution)

Today we are less likely to see the more overt and discriminatory actions of exclusion. … However, there continue to be many experiences of exclusion that continue in our settings in more subtle but equally damaging and insidious ways.

What glasses are you wearing?

What do each of these lenses imply about;

• how children are viewed (capable, confident learners or needy and too hard),
• their right to attend their local ECE centre or school (of course they should be here or there must be a better place for them)
• the role of the teacher (I am responsible and responsive to all learners or it is the responsibility of experts or whānau)
• the need for supports and adaptations

notes on: Discourses of disability and inclusive education

Jenson, K. (2018). Discourses of disability and inclusive education. He Kupu, 5 (4), 52-59.

https://www.hekupu.ac.nz/article/discourses-disability-and-inclusive-education

This readings sets a challenge for us to not view learners as needing to be treated, or fixed, or as a problem that needs to be cured or solved. Instead, each learner is a loved and cared for member of our community, surrounded by a network that shapes their world. They are defined by their identity, language and culture, not by the diagnosis or label that they carry.

Voices of inclusion and exclusion

Truly inclusive perspectives describe inclusion as something ordinary, rather than extraordinary, where the philosophies and practices of education were naturally established and extended to include all children as members of the community.

When defining inclusive education think beyond disabled-labelled students. Inclusive education is not about dividing students up into special/regular or normal/abnormal. Inclusive education is about all learners having equal, meaningful access to the curriculum and educational opportunities. Consider Māori, and Pasifika students and their whānau and other groups who are prone to experiencing marginalisation in our schools. For example, children and families-whānau who move schools and communities frequently; families living in poverty; gay, lesbian, bisexual and transgender students and families; refugee, and migrant families who are learning the English language and about New Zealand society. Remember that inclusive education is about all students and families- being present, participating, learning and contributing with and alongside each other within a fully inclusive education system. Remember that inclusive education is a legal right and that human rights violations are happening for disabled/labelled and other marginalised students within the education system everyday.

https://ieag.org.nz/voices/videos/ (choose at least 2 to watch!)

https://ieag.org.nz/voices/culture-and-identity/ (an important and critical positioning)

https://ieag.org.nz/voices/voices-project-themes/ (a summary to take away!)