Inclusive schooling and communities

Inclusion is a process of removing barriers, a chance for all students to learn and participate actively and effectively within a general school setting. Through inclusion, children who suffer from any form of disability or impairment are accepted without being distinguished from other children. This promotion of diversity creates a sense of holistic learning whereby students learn the value of tolerance by living it.

Ms Bezzina* is a kindergarten assistant, who teaches a class of 13 four-year-olds – one of whom is Jack* who has autism. She genuinely explains what a blessing and an inspiration this boy has been to her, on a purely personal level. “His presence spurs me on to reach out to him through various means,” she says.

Autism Spectrum Disorder (ASD) is a developmental disorder. People diagnosed exhibit symptoms pertaining to social isolation, mental retardation and language deficits. Since it is a ‘spectrum’ disorder, it is important to understand that ‘autistic’ people tend to have a progression of symptoms; this means to say that some may display mild symptoms while others might have more serious symptoms.

“All I knew about the condition was that they live in a world of their own, no eye contact and lack communication... as soon as I noticed his behaviour and lack of speech I spoke to administration.”

As Ms Bezzina clearly explains, despite her lack of knowledge about the child’s disability, she was determined to give this child all that it takes in order to make him feel entirely welcome and a part of her class, just like any other child. She goes on to explain how the other children in class are extremely tolerant towards him and that “(they) look after him a lot, especially two of the girls. Sometimes, I have to stop them because they end up pestering him!”

It is inevitable that people and experiences will teach us more than books do, and knowledge is a very important tool which is at our disposal, and our only way of eliminating misunderstandings, which are a likely precursor to stigma.

Misunderstandings tend to trigger fear, which blocks our capacity to form relationships with people whom we label as ‘different.’ Those skeptic about the idea of being inclusive might ask “...but why should we care?”

Growing up with people from different cultures, religions, social-backgrounds and physical/mental abilities allows us to enagage in a dialogue with them. These relationships will help us construct the bridge that would lead us across the gap from fear to love.

“I never believed that children with special needs have so much to offer to mankind,” Ms Bezzina confirms.

It is easier to think about ‘them’ as opposed to ‘us’ because democracy tends to focus on the majority as numbers, marginalising the minority. As a human population, we are the same since we are all different.

Nevertheless, this statement is rarely given much thought. Minority groups still go through major issues hindering their overall sense of well-being, such as rejection that leads to isolation, shame, a sense of self-blame and guilt or hostility that can in turn promote a sense of worthlessness, hopelessness and despair.

The question we should be asking is not ‘why should we include these people?’ but ‘why should we not include these people?’ into our societies.

Inclusion is a challenging process of disjoining the word ‘apart’ into ‘a’ and ‘part’ - taking society towards new directions. Clearly, Ms Bezzina is all for inclusive education even though it might be a struggle: “Gaining Jack’s attention is a hurdle, but saying the morning prayers and eating at the table have improved tremendously.”

Apparently, he has also overcome his phobia of public toilets and is now using the facilities daily with no trouble whatsoever. It is really motivating to hear that the child has developed so much in six months.

Our schools are an influential aspect of our societies and cannot work in isolation. In fact, the book published by the Centre of Faith and Justice, L-Edukazzjoni f’Salib it-Toroq, explains the importance of the parents’ active involvement within their child’s school in order to enhance a wider sense of community (Busuttil, 2010).

The kind of schooling our children receive reflects on the values, beliefs and priorities of the society in which that same school functions. Thus, we need to be proactive and start instilling values targeting tolerance and respect in our children from a young age.

“Family members need loads of support. It is our responsibility at school to support the family of the child and to work hand in hand. Lack of co-operation and understanding from both ends hinder the process of improvement,” says Ms Bezzina.

The Federation for the Personnes d’Abord in Quebec, Canada, states: “We do not like labels. We just want to be seen as people”. If we learn to focus on the richness of the person we might be able to see that person’s disability as a case of rare talent or a gift. We need to learn how to develop symbiotic relationships as, even from a utilitarian point of view, inclusion has its greater benefits.

As a matter of fact, the document regarding the Education Reform in Malta (Transition from Primary to Secondary Schools in Malta. A Review) was published on the basis of the ‘common good’ and one of the most noticeable changes to take place is the removal of streaming within primary schools. This has been done with the aim of achieving a deeper sense of solidarity within the different members of our schooling community.

Being different does not mean not being equal. Everyone has something to contribute to society and inclusion aims at creating a warmer social climate between everyone, irrespective of talent, disability, socioeconomic background or cultural origin.

Stigma eliminates these people from having a chance at certain, or even the most basic, fundamental human rights, such as the freedom of choice. People who are not as readily accepted within a society deserve the same quality of life as any other person, because we all have hopes, dreams and aspirations and yet most struggle to feel the basic need of acceptance.

During my time at University and the little voluntary work I have done, I have learnt that focusing on peoples’ imperfections will only make the whole world disabled.

Inclusion really does create a sense of harmony, and Jack has given Ms Bezzina the energy and motivation she needs to shower her class with rich values.

Imagine the colour white, and how it is so pure to the eye that it projects not a single stain. The rainbow reveals that this very colour, is a mesh of seven colours, symbolising diversity. When the colours are viewed as separate elements instead of a mixture pertaining to a whole, we are but failing to bring out the light that makes each person glow.

*Names have been changed.

Ms Spiteri is a B.Psy (Hons) student at University and is Insite’s Media officer.

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