I have wondered aloud (and in writing)
about the difference between using the word disability
and the phrase special needs.
While I prefer the term disability as I think it is clear,
understandable and not in any way derogatory, I have been approached by parents
of students in my school who have asked me to use the language of special needs
because they find it gentler.
But here’s the thing: Don’t we all have needs? And aren’t we
all special in some way?
Too many of us push ourselves to do more and more, never
quite slowing down to appreciate what we have accomplished. And we are our own
harshest critics when we haven’t reached the impossibly high standards we set
for ourselves.
Celebrating of the life and legacy of Dr. Martin Luther
King Jr. has me thinking about two things.
First, this quote:
“Faith is taking the first step even if you don’t see
the entire staircase.”
Sometimes the way to make inclusion a reality is to take a leap of
faith. Yes, we want to make sure we have the right supports, the right “buy in”,
the right amount of money, the right facilities, the right…everything. But the
truth is, we will never have EVERYTHING right. That’s life. That’s what makes
life interesting and wonderful and challenging. If we waited for the stars to align
before we took any risks, we’d never move. And so it is with inclusion. Think
about everything – but take the leap of faith.
Second, this image:
Every time I see it I get the chills. Really. It just reminds me of how deeply proud I am of my rich Jewish heritage. Our Torah teaches a simple truth, “You shall not wrong nor oppress a
stranger, for you were strangers in the land of Egypt.” (Exodus 22:20). This
image is proof.
How are you honoring MLK's legacy?
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However, there are two significant concepts at the core of creating inclusive learning environments that I would urge you to keep in mind:
First, accommodating isn’t the same as inclusion. Don’t get
me wrong, making appropriate accommodations is an essential strategy in working
with students who have unique learning needs. But there’s more to becoming truly inclusive. Inclusion is about belonging. It is about every student being fully
integrated into the life of the classroom and the school. Making accommodations will be an integral
part of the process, but it is not sufficient in and of itself. I share a great
video to illustrate an activity that was beautifully re-framed in order to be inclusive in A Powerful Example of Inclusion.
Second, inclusion and disability awareness are NOT
the same thing. Teaching a lesson or leading a conversation about disabilities
does not mean that you are inclusive. It means you have taught a lesson about disabilities.
It is important in its own right and a valuable component of inclusivity, but quality awareness-raising is only one aspect of inclusive
practice. Where and how you begin is far less important
than just getting started. Trial and error is necessary. It really is ok to figure it out along the way.
Some additional resources for you to consider:
The Inclusive
Class – A wonderful website rich with tools and strategies for
secular classrooms that can be easily adapted and used in faith-based schools.
I urge you not to shy away from secular resources “just because” you teach in a
Jewish school.
Think Inclusive
– Another exceptional website rich with content to support you at any place along
your inclusive journey. Brookes Publishing - "What we believe at Brookes Publishing is simple: “All people deserve
to reach their potential.” Each day, we work hard to help unlock that
potential. We strive to be recognized as the leading and most trusted
publisher in the fields we help advance, partnering with top experts to
deliver relevant, high-quality, research-backed content in optimal form
and price for our customers."
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