Week 3-Integration

Inclusion is defined by the Nova Scotia Department of Education as "an attitude and value system that promotes the basic right of all students to receive appropriate and quality of educational programming and services in the company of their peers". The definition seems very clear however implementing inclusive practices requires a commitment by a variety of educators and support staff to make the process a success.
In the film presented in class the process of integration takes time and looks very different at different stages of life. I believe the early elementary years are an easier time for integration to occur. For example in the film, Micheal (a kindergarten student with Down Syndrome) is included in circle and his physical and occupational therapy goals are integrated into the class routines. My experiences with integration at this level are also very positive. Young students who are exposed to positive attitudes towards integration are readily able to accept differences. During the early years of school the curriculum is also easily adaptable since the majority of the outcomes are related to discovery over performance. Socially, all students are interested in play and friendships are based on common play patterns rather than complex social experiences and networks.
With the transition to upper elementary the integration process becomes more complicated as differences are more apparent and social interests begin to change with peers. The shift within the classroom for the majority of students becomes more focused on performance and abstract processes, which often are not parallel with the Individual Program Plan for a student with high needs. Innovation however can continue to make the process of integration successful. Todd, a student in grade four/five featured in the film, and his experience highlights the importance of flexibility and creativity to blend his outcomes with his class in a meaningful way. At this level however I believe social relationships begin to strain between typically developing students and students with high needs. Interests, play development and peer pressures are all factors which lead to the strain. While it is possible to create a meaningful and successful environment, it requires more awareness on the part of the adults to ensure everyone is welcome.
Inclusion at the junior high level is the most difficult. Unlike elementary school, coordination between educators, adolescent social pressures and curriculum characteristics makes the process of integration and inclusion challenging. The importance of educators and staff modeling personal and meaningful interactions with all students especially those with special needs is extremely important. As noted by Justin's mother in the film middle school can be very socially isolating since typically developing peers are too cool and relationships fade. The experiences of Joy a junior high student with special needs in the film also highlight the importance of seeking a variety of social connections including situations of being the leader. I think that providing opportunities for being the role model and having leadership experiences are important especially for students that at the junior high level are often isolated and not provided a chance to take the lead.
I have also believed that a school needs to reflect the community it serves. For a true reflection is important that all students have equal and important roles within the school, if this is made possible throughout the school experience the community will be prepared and readily accepting of all members as adults.