Inclusion: It’s Critical

I ask groups of teachers all the time, “Why Inclusion? Why are we doing this? Why are we bending over backwards, spending money, striving to make this happen in our schools? Why? What’s the point?”

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Answers range from: “because it’s the real world” to “because it’s the right thing to do…” and they aren’t wrong. But they are missing something…critical.

Here is a story. A story about bowling. Most of us have been bowling. Balls, pins, stinky shoes, glowing, garlic fries… bowling.

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When we go bowling, we throw the ball down the aisle. We try to knock down as many pins as we can. We contort our body and limbs into strange positions after we throw the ball because we think it will help. Sometimes we get gutter balls and that feels bad and sometimes we sometimes we get a strike… and that feels good! We aim down the middle, at those little arrows on the floor, and once we release the ball… all we can do is hope as we peer anxiously down the alley.

We listen to the sounds with trembling anticipation, of pins falling, and hope to avoid what usually happens to me when I throw the ball down the middle… the split.

Split_7_10

The 7-10 split is the most difficult shot in bowling. When the only pins left are on either side of the aisle. Even though we have another ball, the chances of knocking down both pins, is rare. In fact, in the last 50 years of televised professional bowling, a 7-10 split has only been hit 3 times.

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Sometimes we have great games, sometimes we have crappy games. If we practice, and get coached, we will get better, bowling takes skill. But even after the skill development, coaching and practice, a perfect game…even for professional bowlers, if very difficult.

My brother and I joined a league once. I liked to ignore all the coaching and whip the ball down the aisle as hard as I could. My brother, on the other hand, slowly lined up his legs on the line. He pulled back the ball between his knees and catapulted the ball down the aisle…so slowly I thought it would come to a full and complete stop. But somehow… he knocked down more pins than me. And more pins than most kids his age, as he bowled with 2 hands and fluorescent pants all the way to a provincial bronze medal one year. Little bugger. If anyone knows me at all, you would know how nuts this drove me. He still hangs his medal up in his house when I come over.

The point of this story is not that fluorescent pants will help us succeed in life, it is instead, about teaching. My question to you however, and I encourage you to really think about it is, how is bowling…like teaching?

Here are some answers I have collected over time:

–       The teacher is the ball, the students are the pinsbetween legs

–       Bowling is loud

–       Sometimes my lessons are a strike!

–       Sometimes the ball is so off the mark, I don’t even knock down pins in the next aisle

–       Teaching takes balls (seriously…this was an answer once!)

–       A perfect lesson is hard to do

–       Teaching takes skill, and practice

–       We get more than one chance

–       We get to wear radical shoes

–       One teacher flipped my whole metaphor around and said, “well I see the ball as the students, and the pins as teachers”…think about that one!!!

After some discussion, we usually come up with something like…we teach as best we can, and hope to get to as many kids as we can, but the reality is, there are kids left over that we cant get to, even if we want to.

Kind of a depressing metaphor actually.

I thought about this one afternoon. I was cleaning my kitchen and was watching the sports channel. I love sports as background noise. Football calls, cheering crowds, skates on ice, car commercials, crashing bowling pins. And then I saw it.

I stopped and watched. Professional Bowling. So fast, great outfits, serious faces…and one more thing! I noticed, not a single one of them threw the ball down the middle. I jumped on the computer and did some bowling research! This are the types of things that keep me awake at night…

FRED BOWL (1)

Let me just tell you, there is not a professional bowler, even my brother, who throws the ball down the middle. Professional bowlers throw the ball down the aisle with a curve. The ball spins so close to the edge of aisle, we think it almost defies laws of physics. At the last second, however, it curves and… STRIKE! These bowlers aren’t aiming down the middle; they are aiming for the RIGHT POCKET. (Note to the reader. I only know this because there was actually a professional bowler in one of my sessions once who told me this) For us non professional bowlers, aiming for the right pocket is… aiming for the pins on the outside of the lane.

Professional bowlers do not aim for the head pin. They do not aim for the middle. They aim for the pins that are the hardest to hit. The probability of pins getting knocked over is higher, if they aim for the pins on the edges, because these pins help the others… fall down. If those outside pins weren’t there, it would be harder to get a strike.

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Now…. Just think about this!!!!

We teachers are taught to teach, grade 4 math, and grade 10 science. We are taught to teach to the middle and simplify or water down content for those students who are having difficulty. Pairing up students who need more support with  students who need more challenge, is the limit of many teachers’ differentiation and accommodation strategies. We often teach how we were taught, and in my case, I went to school during times of streaming and segregation of special needs students who were never educated with me. Classrooms have changed…for the better I think…but our education system hasn’t. We need to teach to diversity rather than to a group of students whom (Ken Robinson said it best) all they have in common is their date of birth.

What if we totally changed how we plan, teach and assess? What if we started to look at our classes and students as different communities, different communities that we also teach differently…even if they are taking the same course. Offering students varying amounts of support…not because of their special needs category or label, but just because they need it.

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What if when we teach our students, we think not about our status quo middle of the pack or the head pin (which is shrinking I might add) and instead, on Monday morning, we look at our kids we think,

“Who are my kids that are the hardest to get? What do I need to do so that THEY get it?”

Yes, because they have a right to learn. Yes, because learning within diversity is the real world, but yes, also because these kids have contributions to make. Whether they have special needs, or didnt eat breakfast that morning. Are English language learners, or have a hard time getting to school on time. These kids who are the hardest to get to, have so much that we can all learn from, and if we get them… we can get everyone.  This symbiotic learning environment is important for inclusion to work and be sustained. Inclusion, especially in high school, is often limited to physical and social contexts. In order for inclusion to be effective and efficient for teachers and students however, we need to extend this idea to not only physical and social communities. Inclusion also means contributing to academic communities. It is critical. It is critical, not just for students with special needs; it is critical for every one of us. And this my friends, I would even argue to say, is the ultimate in life skills.

5 thoughts on “Inclusion: It’s Critical

  1. colinb897

    Great vision and expression of it. And, what Leah loves has to be taken seriously.
    I detoured through “”One teacher flipped my whole metaphor around and said, “well I see the ball as the students, and the pins as teachers”…think about that one!!!”
    I work, part-time and humbly, in a school for 30 to 40 special children. The crucial and problematical dynamic in our setting, is the impact that students who are not buying into the School’s educational intention for them, then have on the process and life of the School. If the pins are students, then these students are pins 7 and 10.
    But these students then test the School’s teachers (and care staff and managers and external agents) to see which ones can serve them; the dynamics and ground of trust and rapport then being complex. The staff these children can connect with, then tending to stand as pins 7 and 10, relative to the orthodox-thrust of the School’s managed project and process.
    We have students who end marginalised (not effectively included in educational and consequently developmental terms) and they can connect with staff who themselves are equally marginalised, both relative to a “down the middle” “head pin orientated” managerial project and process, which itself is some reaction and response to what a contextualising society appears to demand of Schools such as ours.
    I see our less-included students as then learning to throw curve-balls which intend striking-out the pins of the School’s educational project and process. They are marginalised across and not-included by an educational intention they end unable to buy into, and their self-esteem is put under pressure by how this plays out socialpsychologically: so they set out to bring-down and strike-out the whole edifice of what is so negatively bearing on them; and because they are actually very intelligent and very strong on a plane of autistic occurring, they prove able to take out pins 1-10, across throwing learned behavioural balls on curves a managerial orthodoxy is unable to map and track and compute.
    Inclusion across education is an absolute value, and has to be secured across community dynamics. If we fail in inclusion, we disadvantage those we exclude. Beyond that, those we educationally exclude, learn across that exclusion, and what they then do across that learning can be concerning.

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