4) Inclusive Education

For my fourth blog post, I reflect on the evolving practice of inclusive education in schools. While many of the UVic Teacher Competencies connect to this topic, I will focus specifically on Competency 4: demonstrating an understanding of the complexity of teaching and learning. This reflection is grounded in a recent experience with a student I am close to. To respect the privacy of those involved, all identifying details have been omitted.

It was Pink Shirt Day in February. I saw this student (Student A) after school, visibly upset and unwilling to return the next day. Knowing that staying home was not an option, I first helped them regulate before asking what had happened.

Student A explained that they had been playfully pretending to eat a piece of ice when another student (Student B) approached and forcefully shoved the ice into their nose and lip. They bled all over their shirt, which eventually had to be changed in the first aid room later, their pink shirt, worn to symbolize anti-bullying. As I listened, I felt frustrated but worked to maintain the calm I had already established.

I asked who student B was (the one who hit the piece of ice). When student A disclosed who student B was, my heart sank. Student B is known for being curious, humorous, and engaged, but also for demonstrating challenging behaviours, including past physical and verbal aggression. Notably, Student A responded with empathy, saying, “It’s okay though—their brain works differently than ours.” Student B, like many students in the school, has a significant learning disability and cognitive delay.

This experience left me grappling with a difficult question: Can inclusive education unintentionally lead to the exclusion of others?

At first glance, Student A’s experience might suggest that it can. However, most researchers in inclusive education hold different views. One article by Dr. Sheila Bennett emphasizes “Overall, students in inclusive settings are shown to perform better on academic measures as well as on measures of social competence” (Inclusion Action in Ontario, 2021). Still, much of this research emphasizes academic outcomes and the experiences of students with exceptionalities, with less attention to the perspectives of their peers.

Informal discourse, such as discussions on online forums, often captures this tension more directly. The idea that “inclusion without support is abandonment,” while not scholarly, reflects growing concern among educators and families that insufficiently supported inclusion can create challenging and, at times, unsafe learning environments.

This concern is echoed in earlier research. Charles Naylor (2005) suggests that teacher education programs have not always adequately prepared educators for inclusive practice. While my own pre-service experience challenges this, having engaged with frameworks such as UDL, differentiated instruction, and relationship-building, I do relate to his finding that many teachers lack confidence in applying these approaches in practice.

Despite feeling theoretically prepared, I recognize a gap between knowledge and practice. This experience reinforced for me that inclusion is not a fixed strategy but a complex, dynamic practice that requires ongoing reflection, adaptability, and support. It is not simply about placing all students in the same classroom, but about ensuring that all students are meaningfully supported within it.

Ultimately, this reflection leaves me feeling confident in my ability to understand the complexity of teaching and learning, as outlined by the UVic teacher competencies. Moving forward, I aim to approach this complexity with humility and a commitment to growth. Rather than seeking perfect solutions, I will continue to develop my practice, advocate for appropriate supports, and extend grace to both myself and all my students when challenges arise.

References:

Inclusion Action in Ontario. (2021). Including students with exceptionalities. https://inclusionactionontario.ca/wp-content/uploads/2021/07/Including-students-w-exceptionalities.pdf

Naylor, C. (2005). Inclusion in British Columbia’s public schools: Always a journey, never a destination? British Columbia Teachers’ Federation. https://openschool.bc.ca/inclusionoutreach/timeline/pdf/Naylor2005report.pdf

University of Victoria. (n.d.). Teacher education competencies. https://onlineacademiccommunity.uvic.ca/teachered/competencies-12/