Inclusivity
Belonging // Empathy // Self-Advocacy
My younger sister is on the autism spectrum. In 9th grade, she scored in the 100th percentile on Explore, the test Oregon uses to prepare students for the ACT. In 10th grade, she dropped out of school, largely due to bullying and the difficulty and stress of trying to get teachers to meet her needs.
For this project, I asked if she would share some of her best and worst experiences with teachers.
One of her worst experiences was in 9th grade, when she had an English teacher who insisted that everyone in class take handwritten notes. He cited a research paper he had read that proved that students learn better when they take notes. My sister has near-perfect auditory recall, so for her, she learns best when just listening to the lecture. In her IEP, it specifically mentioned that she should not be required to write by hand; if it was unavoidable, she should never be required to use a pencil because of how it scratched the paper. Despite her and my mother explaining that this did not work for her and even the administration getting involved, the teacher was adamant that she had to take notes. She ended up dropping the class.
One of her favorite teachers ever was Mr. Connolly, who taught social studies in middle school. He spoke to students like they were his friends, and he didn’t act like an authority figure. Mr. Connolly was a great storyteller and was always excited about what he was teaching. As my sister put it, there were kids in his classes who likely would have teased and bullied her in another context. But, Mr. Connolly built a sense of camaraderie in Green Class – all the students felt like they were part of a team, and my sister felt like she was actually accepted and belonged in the group for the first and last time in school.
My sister continues to deal with crippling social anxiety and depression that began during school. For me, she is a painful example of why creating safe, inclusive educational environments is crucial.
My sister’s autism did not mean she was bad at learning – quite the opposite – but the conditions of school were intolerable for her.
Let's Define Inclusivity!
Inclusivity is:
- When learners feel safe and supported
- When trust and honesty are part of the learning environment
- When learners feel a sense of belonging and community
- When learners are met where they are
Inclusivity is not:
- When learners feel uncomfortable speaking up
- When there is explicit or implicit bias represented in the learning experience
- When a one-size-fits-all approach is used
Why is inclusivity important?
Inclusivity is important for both practical and ethical reasons.
The practical:
- When learners feel safe, supported, and like they belong, they are better able to learn. Social identity threat and stereotype threat can negatively impact learners’ success.
- When a wider range of humanity is included in an educational process, a wider range of strengths can be discovered and utilized.
The ethical:
- All learners should be given the opportunity to learn and thrive.
- As put forth by the social model of disability, I believe that the problem is almost never the learner, but rather the way they are being taught. Many of the largest and most insidious barriers to learning are woven into the culture and social environment of a learning experience.
- As an educator, I believe I have an ethical imperative to try to provide an equitable (rather than equal) experience for learners. Again, this doesn’t mean treating all students the same – in many cases, it means the opposite.
My approach to inclusivity
Be vulnerable. In my experience, openly admitting when I’ve made a mistake and then publicly working to rectify it builds trust. Also, acknowledging my past mistakes and struggles when learning can really help students feel more comfortable and confident in the learning process (e.g. “the first time I did X, I really struggled with Y, too.”)
Listen and observe. Provide opportunities for honest questions, discussion, and feedback. Stay open-minded, especially when dealing with “difficult” or “disruptive” behavior – often, this is a form of communication that means the students needs are not being met, either inside or outside of the classroom.
Explain the rules and expectations clearly, including the “why” (and be willing to discuss and adapt). Many rules and expectations in educational environments are assumed to be obvious and universally accepted, and this leads to frustration, confusion, and conflict.
How can I make learners feel included in a virtual environment?
See and treat all learners as full individuals. Each learner will have their own unique interests, values, strengths, and needs. By thinking of learners as individuals rather than a monolith, I can provide different pathways and options for engagement.
Believe in all learners’ ability to learn, excel, and thrive. When assessing the efficacy of the learning experience, I will think about what different forms of success and engagement can look like. This can allow for learning to look different for different people.
Listen, observe, and take feedback empathetically. I will do my best to set my ego aside and remain curious and open to understanding why something isn’t working.
Explain the expectations, assessments, and choices I’ve designed. Providing some context for the learning goals and the strategies I’m using can help learners feel more included in the process rather than feeling like they are performing arbitrary tasks.
Be aware of ambient identity cues and bias in my designs. By examining my assumptions about what is “normal” or “neutral” and adjusting as needed, I can strive to make my designs feel welcoming to all learners.