Growing a Tree

"Someone's sitting in the shade today because someone planted a tree a long time ago."

Archive for the tag “inclusion”


In my last post, I talked about inclusion, and some of the things I said are very tall orders. There’s something I want to add to that conversation because I think there is a little nuance missing.

Inclusion can be the default position of workplaces and schools, but there still needs to be room for people who choose a different path. For some children, the classroom itself (lights, sounds, movements, etc) is a trigger. For some, full inclusion is not the answer.

What I advocate for is for all children to start in a place of inclusion and provide options for parents when inclusion is not the right choice. Design schools and curriculum around inclusion so the noggin-scratcher isn’t “how does this child fit in?” but “how do we best serve a student for whom full inclusion is not the best option?”

If that becomes the thing to consider, the thing the IEP team has to sit down and really mull over, the hope would be that pull-outs, sensory breaks, and other activities would be done mindfully and with the student’s best interests at heart – not the defaults that all kids with certain disabilities have written into their plans.

Same goes for the workplace. I am in no way advocating for the immediate closure of sheltered workshops. For some, the workshop is a safe place that they like.

I advocate for the default of graduating high school students to try job placement in a meaningful job with real pay. Try it, see what works, what doesn’t. Expect that people can do this instead of the current default – “there’s workshops for people like that.”

I wanted to add to my inclusion discussion because I understand the nuances with each individual, and I would never advocate for an individual to be forced into a situation that makes them scared, angry, or frustrated. I advocate for avoiding the attitude of “oh there’s a special classroom for all kids like that.”



Inclusion is an incredibly touchy subject, and everyone has a unique opinion. It is probably one of the most contested subjects in the world of disability rights.

I’m going to put a stake in the ground here and now. I think it is in the best interests of individuals with disabilities to have full inclusion. There is no such thing as part-time inclusion – either you’re included or you’re not.

I strongly feel it is a failure of imagination (though not intentional or vicious) that leads to pull outs, self-contained classrooms, and other barriers to full inclusion. I also firmly believe that sometimes parents are their children’s worst enemies when they say their child “cannot” be included due to the severity of the diagnosis.

What I propose is hard. I know it. I am married to a high school teacher with 120 students on his case load. He and I have talked at length about what this might look like. I am also a former teacher and have some familiarity with what I suggest here.

But what I propose is not impossible. It’s just going to take some revolutionary thinking on the part of parents, teachers, and administrators.

So what might full inclusion look like?

  • no more waiting for people to be “ready” to do things and choosing arbitrary skills to determine that readiness
  • no more forcing functional skills that have no lasting impact in the long run (example: demanding a child learn to walk instead of achieving mobility with a wheelchair)
  • not being satisfied with inclusion only during art, physical education, and lunch
  • no longer referring to students as “special ed students,” “SPED kids,” “CD students,” etc – names work just fine, these labels serve to separate students
  • high expectations of ALL students, no matter how many services they receive
  • no more “reverse mainstreaming” (children visiting special education classrooms to serve as role models)
  • encouraging peer-to-peer support wherever and whenever possible (including opportunities for students with disabilities to help those without disabilities)
  • all students attend their own IEP meetings
  • aides help teachers and all classroom students instead of hovering around just one student
  • teachers and students have the latitude to fail, and the ability to work together to come up with better solutions

Right now, it is acceptable for children to leave the classroom for all sorts of services and supports. Why is physical therapy done in a pull-out? Why can’t it be done during PE? Why can’t a teacher read test questions aloud for all students to hear instead of making a student go to the special ed room for the aide to read the test? Or if silence is required, why can’t the student remain in class and listen to a recording of the questions through a set of headphones? Why can’t a fellow student open a carton of milk at lunch time instead of the aide hovering around and doing it?

As I said, this is no small task.

If we want a future where people with disabilities have equal opportunity, change needs to start in our schools.

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