A few decades ago, the kernel of inclusivity in education seemed a far-fetched prospect, but it took root, and now, writes Pushpa Sehrawat, it has developed into a sturdy young tree which can take every child under its care.
Inclusion isn’t a destination to be reached. It’s a journey to be explored. We evolve with it and gain valuable experience on the way. Inclusivity in education is the way we ensure a fair opportunity for all students to receive quality education and empower them by highlighting their strengths, while actively working to reduce the disparities and inequities in education. Evolving curriculum frameworks are diligently working towards facilitating inclusivity through the new organising structure of the programme. Enhancements in standards and practices are providing greater flexibility, enhanced clarity and support for schools to practise inclusion and celebrate diversity, which gives a sense of belonging to the learning community. There is a lot of scope to bridge the gap between policy and practice.
How is diversity embraced by our systems? The seven pillars of inclusion provide a sound base for schools to develop effective, sustainable and impactful systems to support diversity:
Pillar One: Access allows schools to create a welcoming environment including routines to embrace one and all. Having a team which understands the needs of a diverse community helps in taking the first step right. Receiving guidance on systems that support additional needs plays a significant role for parents and students to make an informed decision. Infrastructure, routines, and systems are some of the ways which make the students believe that they are accepted, included and celebrated here.
Pillar Two: Attitude plays a crucial role in practising inclusion. The attitude of the community reflects the awareness of diversity needs among students. Sensitisation modules which are engraved in the system help to develop a positive attitude in implementing the policies effectively, to make inclusion a reality.
Pillar Three: Choice strengthens the voice, with options and variety in levels and styles of learning, based on students’ readiness and interests. Providing choice boards for the learning engagements empowers each student to take their learning forward and reduce the barriers.
Pillar Four: Partnerships Inclusion doesn’t happen in isolation or by one individual. It’s a byproduct of the collective efforts of all stakeholders. School’s responsibility is to consciously create multiple opportunities for stakeholders to partner and encourage the learners to perform to the best of their abilities. Partnerships give hope to one and all that their dreams can become reality.
Pillar Five: Communication When the rest of the pillars are a part of the mindset of the learning community, it naturally begins to reflect in their communication. The ways in which teachers provide instructions to provide feedback and forward give a clear glimpse of the mindset. A school’s journey to bring inclusivity can be seen in the ways stakeholders are communicating (spoken as well as written).
Pillar Six: Policy Accountability assists people to establish the main practices and standards required for the sustainability of progress. Making systems a part of the policy enables leaders to make it a part of their culture rather than a mere project. Clarity provided through policies also goes a long way in developing common understanding of inclusive practices and leaves minimal scope for myths to slip in. Regular orientation sessions for the polices support staff members revisiting the pertinent questions around inclusion, and helps them to develop ownership.
Pillar Seven: Opportunities are the result of making conscious decisions to create practical ways of including all colours of the rainbow. Systems that have room to include neurotypical and atypical students without the need to state their differences. Every child has unique characteristics, interests, abilities and learning needs which are acknowledged, supported and celebrated through multiple opportunities.