We Are All Other

During this class we had as an assignment to examine our own schools with a critical lens to see just how well we are addressing the diverse needs of our populations. My partner and I agreed that our schools do a reasonable job of acknowledging - even celebrating - the various cultures to be found in our school communities. However, with my viewpoint as a learning support teacher, I feel that effectively addressing the diversity to be found in ability levels is a tremendous challenge. This is particularly the case with those disabilities that are “invisible”: FASD, PTSD, Learning Disabilities, and mental health disorders. It is with these that educators struggle the most to adapt, and to recognize that we don’t get to pick and choose which forms of diversity we celebrate.

Shelley Moore has become famous for advocating for the inclusion of all students with diverse needs. On her blog ( https://blogsomemoore.com/) and in her book (One Without the Other), she outlines a number of scenarios that have played out - or are playing out - in classrooms around the world. Her belief is that rather than seeing children with special needs as a different colour within the context of the normal classroom, we should be seeing all of ourselves as “other” - we all have things in common, no matter our race, ability, gender, or socioeconomic status; just as we all have differences, even if we share every one of those characteristics with another.

True inclusion: We are all "other"!

The school community is a place where everyone who enters the doors should feel a sense of belonging. Peter Block tells us this means that each child feels represented and welcomed by the behaviours and activities that occur in the classrooms, and that the community “takes its identity from the gifts, generosity, and accountability of its citizens.” But how do we ensure that every child feels welcomed? In our schools we see children from an array of racial backgrounds; we see children with both visible and hidden physical and learning disabilities; we see children representing both wealthy and poverty stricken families. The best leaders are those who can create a world within the walls of the school where every single child is viewed as unique and valuable; where every person working in the school feels that they are contributing to its well-being; that their voice is heard and appreciated.

While there are expectations from the Ministry for addressing ability needs, we have all seen that there is also variety based on the skills and passions of the teachers and administrators. It is here that the educational leader can make a pronounced impact. We can see that there is pushback from teachers in acknowledging the needs of those whose disabilities are less obvious. It is the leader’s job to provide discussion and professional development that will encourage all staff members to listen carefully to the needs of the children; to put the achievement of potential above the desire to make the workload easier.

“Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your roadmap through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.”

John Taylor Gatto

There is nothing in this quote that says that only some parts of the population deserve this kind of education. It is on us, as teachers and educational leaders, to ensure that every member of our very diverse population is able to achieve this vision, to the best of their ability.