Eye of inclusion

 

Eye of Inclusion by Josean Vega

    The term inclusion has become commonplace in Australian schools over the last few decades. And rightly so. As an issue of social justice and equity, we, as teachers are required to reduce barriers and make learning accessible for all students of all abilities. 

    Yet, there is no one size; fits all approach to inclusion. There is certainly no one solution; fix all. If we are to approach issues of inclusion with integrity, we need to feel into the depths and complexities that people with disabilities and their families face each and every day. We cannot treat the issues with a tick box mentality and we need to constantly wrestle with the complexities - for they are deep and profound.

    The Eye of Inclusion reflects some of these complexities in a way words cannot express. The beauty of life represented by the mix of colours, reminds me of the colour that people with disabilities bring into our world. The dripping black, running to the edges are the pain and fear that people carry when they are on the boundaries of society; when they do not fit the norm. 

    The eye is staring at me, pleading me to look; to see - the beauty, the pain, the wonder, the mosaic of life.  Daring me to see them, not to judge or value them based on our view of normal. 

    See me. The eye pleads. See the world as I see it. See through my eyes. 

    In my position as a Diversity teacher, it is very easy to fall into going through the motions; identifying students who are struggling, conducting assessments, implementing interventions, adjustments and modifications, completing the paperwork of individualised plans and NCCD requirements. It is all too easy to be on a constant treadmill. All of this necessary and important work. But I need to constantly remind myself that behind every individual plan and identified need is a real person, with real feelings, needs, desires and aspirations. Every individual has a family who deeply loves them and is doing their best, with the resources they have. 

    The last few weeks I have been wrestling with issues of inclusion and the complexities of providing supports to students so they can achieve and learn and flourish. Yet, how do we provide these supports without contributing and perhaps even enabling what Loreman et al. (2011) call 'cultures of disability'; where through our actions we construct people with learning difficulties as an 'othered group'?

    There are no easy answers to these questions. Over the next few blog posts, I intend to reflect and wrestle further through some of these issues. The first step, I think, is to not ignore the complexities. We need to embrace the grey. It's in the constant wrestling with the questions that we can bring dignity to those who live each day with disability and impairment. 

References:

Eye of Inclusion by Josean Vega. https://fineartamerica.com/featured/eye-of-inclusion-josean-vega.html

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in

the classroom. Sydney: Allen & Unwin.