Inclusion

Iqraa Hussain
What does inclusion mean to me?

Conducting activities that Accepting all students as active participants of the classroom
strengthen students’ abilities to and school regardless of their race, class, gender, sexual
learn and perform. orientation, physical or mental disability, or religion.

Modifying and Providing access to

accommodating lessons, resources to fit the
assessments, and activities.
Inclusion needs of ALL learners.

Promoting a Providing
sense of Providing a positive and Using student-centred sufficient levels
belonging. welcoming classroom teaching practices and of support.
environment. principles.
My goal as an educator is to…
- Implement a classroom
environment where ALL
students feel welcomed,
appropriately challenged,
and supported in their
efforts.
topics i will discuss in this presentations are as followed:
1. Summary of the Article
2. Governmentality Approach
3. Differentiated Instruction
4. Parental Involvement
5. Community Partnership
6. Access to Resources
7. Professional Learning
8. Strengths and Weaknesses of the Article

Based on this article:

Patty Douglas. (2010) ‘Problematising’ inclusion: education and the question of
autism. Pedagogy, Culture and Society, 18:2 105-121.
Article Summary
In this article, Douglas attempts to utilize a governmentality approach to
discuss the problematization of special education in Ontario, specifically
towards students who are gifted or have autism. With the use of government
resources, the author argues that the new rules of educational inclusion
consist of a form of neo-liberal governmentality in schools. Douglas
discusses inclusive education through the use of differentiated instruction,
parental involvement, illiberal forms of power, and community partnership,
which will be further illustrated in this presentation. I have also included
additional strategies for inclusive education and my personal experience.
Governmentality Approach
Governmentality refers to the way people are instructed to govern themselves and
involves the shaping of conduct of others and the work that one is to do on oneself. In
this case, Douglas argues that governmentality attempts to apply indirect power onto
children with autism and their families through individual freedom and happiness.
However, new forms of power have started to exist in schools around new special
education categories of student. These are neo-liberal forms of power which work
together to recreate educational identities of gifted/autism students.
Neo-Liberal Governmentality in Schools
Neo-liberal modes of government apply strategies which seek to govern from a
distance and transfer the responsibility for the wellness of students to the schools,
teacher, families, and communities. Douglas argues that educational inclusion is a form
of neo-liberal governmentality in schools as it seeks to invite students, parents, and
teachers to embrace new educational identities and adopt strategies such as
self-regulation, responsible choice, and involvement, to create a sense of citizenship
and achievement in education.
Differentiated Instruction
Differentiated instruction is
considered “best practice” and
is aimed to be included in
province-wide professional
development programs for
teachers (Douglas, 2010, p.112).
Differentiated instruction, that
is student-centred and takes
on multiple approaches to
content, process, and product,
is proactive as it engages and
challenges the full range of
learners in the classroom.
“Teachers are to meet each student
in their ‘zone of proximal
development’ bringing them along
through just the right combination
of supports, and accomplishing
inclusion in this way” (p. 112).
 Parental Involvement
Encouragement Communication
In order for all students to succeed Communicating and collaborating with
in their education, parent students’ parents about different learning
involvement plays a major role in strategies and approaches that both
helping students achieve their full parents and the teacher can implement
potential. Encouraging parent at home and at school may increase
engagement in their child’s student achievement. “More distantiated
learning may improve student tactics such as parental involvement are
invoked, as families are asked to practise
achievement, reduce school
at home in order to increase student
absences, and build parents’
capacity to learn, and develop socially
confidence in their child’s
and academically” (Douglas, 2010, p. 114).
education.

“Parents are enticed to act and understand themselves as both educational ‘consumers’
within the new educational marketplace, as well as caring, involved educational partners”
(Douglas, 2010, p. 113).
Community Partnership
Douglas (2010) argues that community partnerships comprised of representatives
from multiple disability groups create and mandate strategies of inclusion in
realistic ways which can be accomplished in schools (p. 110).

“Early assessment and intervention, increasingly accomplished through community

partnerships, is described as a pivotal strategy of prevention, again heightening
surveillance and bringing gifted/autism students and families into view as in need of
improvement” (p. 116).

Collaborating with special education teachers, educational assistants, child

psychologists, teachers and principals is a key factor for creating an inclusive
learning environment for all students. Areas of collaboration include planning and
instruction, assessment and evaluation, and classroom management and behaviour.
This allows for all educators to bring their skills, training, and perspective to the team
and combine their strengths to provide successful learning opportunities for all
students.
Access to Resources
In order to maximize student engagement and allow for
opportunities for demonstrating different skills and
abilities, teachers must have available resources for
students to use and explore. Examples include the use of
manipulatives, technology (and assistive technology),
textbooks, and school supplies.
“Teachers are the instrument
through which curriculum content,
process and products are to be
made accessible” (Douglas, 2010, p.
112).
Professional Learning
A responsibility I have as an
educator is to regularly
participate in professional
learning on equity and
inclusive education.
Opportunities to partake in
trainings on special
education and
antidiscrimination, and
continuously develop my
own professional practice, is
essential to implementing an
inclusive and welcoming
learning environment for all
students of different
backgrounds and learning
needs.
“Changing individual
and collective
behaviour, as well as
organizational and
institutional practices,
will help to ensure that
the education system is
free from
discrimination”
(Ministry of Education,
2013, p.7).
Strengths and Weaknesses of the Article
Strengths:
Provided an in-depth view on the
issues of governmentality of inclusive
education for gifted/autism student
An ethical analysis on the educational
process and procedures
Strong connection between
neo-liberal modes of government and
educational inclusion in schools
among teachers and students
Weaknesses:
Repetitive arguments and statements
established throughout the article
A cause and effect relationship of the
research is undetermined (i.e.
technologies of inclusions mentioned in
the article are not proven effective
through original sources, experiments,
or experiences).
What I Have Done to Make My Classroom Inclusive
● Encouraged the use of technology and devices.
● Provided access to resources such as library books,
Use of Technology and Access writing material, Chromebooks, and materials for
to Resources creative projects.

● Combined different teaching strategies (i.e. oral

instructions with visual examples; provided written
Differentiated Teaching Styles and direct instructions/feedback; included both
teacher and student-led classroom discussions).

● Encouraged students to collaborate with each other

Positive and Inclusive ● Initiated open conversations about different
Language religions, cultures, learning needs, nationalities, etc.
● Regular positive reinforcement.

● Created an individualized space for students in the

classroom.
Safe Classroom Environment ● Addressed negative behaviours appropriately.
● Created a strong rapport with all my students.

● Allowed students to have a choice in how and what

they wanted to learn about.
Democratic Classroom ● Gave students a voice in their learning.
● Allowed for several forms of assessments.
How I Will Make My Classroom More Inclusive
+ Use multiple and diverse examples in which students can relate to, which include
examples that work across different genders, cultures, and learning needs.
+ Collaborate with special education teachers and educational assistants on
managing behaviour, planning, and evaluating students with a variety of
learning needs. “Inclusion is about building relationships with the principal,
teachers, and parents” (Harman).
+ Integrate technology to communicate and translate instructions and lessons for
English language learners.
+ Create a space in which students can openly discuss thoughts and feelings
about various topics.
+ Participate in professional development sessions and trainings which focus on
equity and inclusive education.
+ Design an inclusive classroom structure by including positive and welcoming
posters, collaborative and independent workspaces, and areas in the classroom
where resources are easily accessible.
Final Thoughts
Inclusive education is crucial in order for students to actively participate
in their learning, improve academic success, create positive and healthy
relationships with peers and teachers, and feel safe and welcomed in
their learning environment.
Inclusive education goes beyond simply integrating a child into the
classroom. Inclusive education strives to include ALL students,
regardless of their mental or physical disability, race, gender, class, or
religion; and it aims to foster an environment where there is never a
doubtful moment a child may have about belonging in their classroom.
Bibliography
Patty Douglas. (2010) ‘Problematising’ inclusion: education and the question of autism.
Pedagogy, Culture and Society, 18:2 105-121.