Blog Post #3 - Richard Wilkins

An inclusive classroom is an exemplification of greater societal barriers crumbling under the weight of progress. Therefore, as the overall culture trends towards greater acceptance, it is reasonable to assume that the institutions of academia would follow. It is essential that we understand the philosophies surrounding inclusion in order to grasp the practicalities of its practice. According to our reading, inclusive education is the ‘education of student with disabilities with their non disabled peers’ (Jimenez & Graf, 2008, pg. 71); however, the Nevada Partnership for Inclusive Education expands that definition by outlining several benefits of the inclusive classroom such as active learning and therefore, a greater grasp on cognitive comprehension, collaboration amongst the student population, and a greater reflection of the dynamics of society. One must also be aware of the innumerable social and psychological benefits related to inclusion. Consequently, the benefits of an inclusive classroom far outweigh the drawbacks associated with this technique. 

However, there are those who disagree with the inclusive approach and believe we should return to previous methodology. According to the reading, special education has been used as a crutch to ‘ignore students whose behavior and academic abilities made them more challenging to teach’ (Jimenez & Graf, 2008, pg.78). Frankly, the presence of the exceptional students gave the teacher an excuse to blame a lack of preparation and management skills on those who truly needed their assistance.

These situations are absolutely absurd and personify the challenges within the educational system. We must break the chains of shortsightedness and inflexibility in order to embrace the possibilities of personal development. If educators accept the notion of sub-standard expectations at the onset, then they will become ineffective; and subsequently, model destructive behavior that will be repeated until corrective action remolds the original disservice. Plain-pure-and-simple, as educators it is our job to be better.

I should mention that have personal bias in support of inclusion. My uncle was born in 1942 with a condition known as Spina Bifida (incomplete development of the brain, spinal cord, and or the meninges). It is a terrible affliction, leaving many dependent. However, his case was mild and only bound him to a wheelchair, leaving the use of his arms, and more importantly the use of his brain, intact. In the forties though, he was automatically separated and enrolled an isolated environment. There, he became restless as he was surrounded by those with truly serious neurological and physical conditions. He demanded to be educated like a typical student. He graduated in 1960 and went onto attend Youngstown College. There, he focused his attention on accounting and economics. Upon graduation, he became president of the Wilkins-Leonard Hardware Company, and eventually President-of-the-Board. Don belonged to many support groups, drove his own car, flew his own plane, and contributed greatly to accessibility issues in the city of New Orleans.

Had the biases of the 1950’s and 1960’s held, he may not have been able to achieve any of this.

With that in mind, it is important to mention that there are situations in which inclusion is counter-productive. Given the subtleties of the human physiology, various conditions may actually hamper the educational process in the general education classroom. However, this is viewed in the context of the student’s benefit—not the teacher’s convenience. Consequently, we must be cognizant of the myriad of circumstances surrounding a student and the emotional implications that rejection may catalyze, and be even more conscious not to abandon a student due to our poor management skills. Self-reflection must underscore our methodology before any exclusion is considered; because, a student may not just be walking out the door—they may be walking out on themselves.