EXCLUSION of a Special Educator advocating for INCLUSION!

As a special needs teacher in India for the past five years, I have come across the great promise of inclusive policies and the great challenges that come along with them. My professional engagement includes working in national institutes, IB and CBSE schools, and interacting with different people; parents, notable persons in the field, policymakers, educational administration, teacher colleagues, and fellow special educators. In all these engagements, it is quite evident that the deterrents to the inclusion of special educators in schools are not just a matter of clear-cut awareness at the surface but there exists a groan-level unavailability of respect and empathy for the calling/ profession of special education.

The Perception Problem

The issue that has most damaging impact on the position and role of special educators in inclusive schools is the widespread belief that we are just extra teachers. This viewpoint, if not dealt with, tends to erode the healthy mosaic of education. Most consider us as mere adjuncts, who help general educators manage their burdens and thus place us backward instead of honoring our peculiar expertise. Such beliefs create a scenario in which we are silenced; and such silence further complicates the situation by making it difficult for us to advocate for ourselves, much less our students.

The Values of Empathy and Openness

Inclusiveness is not merely a set of procedures, it is an attitude which is accompanied by the capability to appreciate the difficulties presented by varied learning requirements. Quite a number of general educators and administrators are however uneasy or antagonistic towards the very ideology of inclusion. This closed mindedness can prove to be an impediment in fostering a working relationship between general education teachers and their counterparts in special education. The premise of inclusive education becomes a mere dream when special educators are not allowed to give input in decision-making processes or are not regarded as part of the educational team.

The Role of Supportive Leadership

Most of us who work with supportive principals or heads of departments do not have the same experience. Those in leadership positions provide an environment where the special educator flourishes her expertise and where the special educator’s opinions count. Supportive leaders value respect and understanding the need to work together and foster situations where the special educator is actively engaged in the process of inclusion. For many, however, the fight is still a long one that makes it almost impossible to cut through attitudes that undermine us.

Champions of Change

Inclusion, as special education practitioners, we can be easily painted as warriors against the tide. This is not for the sake of increasing one’s professional stature. It is for the society’s advancement. Even as we seek to build classrooms that are welcoming where each and every child is appreciated and given the necessary support, there are still structures that are against such. I do not understand why rather, I do, why our passion for inclusion faces such dismissal or worse, apathy, nevertheless our resolve does not shake.

Thinking Ahead for a Better World

In our quest to make the future better for all special educators worldwide, it is important that we continue to create awareness about our important position within the education system. It is important to cultiv8 a sense of compassion and understanding amongst them and the society at large especially the learning institutions. Our works in favor of inclusion do not concern only enhancing the education of students with disabilities, it is about enhancing the education of every single student.

Conclusion

Constructive participation of special educators in debates about inclusion cannot be overlooked if we are to speak of fairness in education. However, the stereotypes that perpetuate such a skewed view of our position, must be tackled and a warming culture promoted within schools. As we work towards becoming better, let us also understand that we are not “just’ teachers but instead, agents of change required. It is this phase of the work that demonstrates the fight against all of such exclusion; that of the society in which we work and the work itself – and together the fight is winnable. It is time for us to be acknowledged as the warriors we are—fighting for inclusion while facing exclusion ourselves.

Written by: Kritika Dogra