Challenging Historical Patterns of Exclusion to Support Equity in Education
Since 1975, we've had mandates to protect the rights of individuals with disabilities and provide children with more access to programs within the school system. The least restrictive environment (LRE) provision of the Individuals with Disabilities Education Act (IDEA) mandates that children with disabilities are education in the least restrictive environment to the maximum extent appropriate with children who are not disabled. Despite this legislation, students with disabilities continue to be educated separately from the general education classroom setting. Authentic and intentional inclusion in general education requires a cultural and structural overhaul within the entire school system. Before we can seek equity in education for diverse learners we must first recognize how historical patterns of exclusion based on disability perpetuates stigmas, marginalization, and discrimination.
Stigmas are negative reactions to perceived differences based on cultural and social norms. Stigmas lead to implicit bias, discrimination, and resistance to change. Students with disabilities are stigmatized by systems and practices that treat them differently due to their disability.
Marginalization is restrictions on participation in aspects of schools and society, creating disconnect and disadvantage for students with disabilities. These students have been consistently marginalized from cultural, social, and academic participation in general education classrooms, the school community, and society because of their disability.
Discrimination is when decisions result in different and unfair treatment of people based on their disability.
How can we challenge these barriers and break the cycle of oppression for children with disabilities? Why can't educated people who choose this career not see the irreparable damage done to children due to circumstances and situations beyond their control? We need more educators and school leaders to say, "enough!" and mean it. These injustices can no longer go unrecognized while meaningful participation in general education is denied to students with disabilities. It is imperative that we examine current school practices, beliefs, and biases, and work systematically to ensure equality, equity, and access for all students.
Accessible classrooms and campuses are essential for effective implementation of inclusion practices. Ask yourself the following question to begin planning for a more inclusive learning environment in your classroom or school campus.
Do all students have equal access to the classroom, materials, and classroom activities?
Are adaptations made to ensure equity?
Are all students in the classroom held to the same standards?
Does your learning environment have various ways students can access print materials?
Are you and other adults in your classroom using language that does not stigmatize or stereotype differences?
Is the curriculum reflective of a diverse society, and the diversity of your students?
We need a schoolwide culture of acceptance and strategies that are effective for engaging and instructing diverse learners. We can use Universal Design (UD) to ensure access to the physical classroom or school and Universal Design for Learning (UDL) to ensure access to learning for all students.
The Seven Principles of Universal Design
Equitable Use: Useful to people with diverse abilities.
Flexibility in use: Accommodates a wide range of preferences and abilities.
Simple and intuitive: Easy to understand, regardless of the user's experience, knowledge, language skills, or concentration level.
Perceptible information: Communicates necessary information to the student
Tolerance for error: Minimizes hazards and the adverse consequences of accidental actions.
Low physical effort: Used efficiently, comfortable, with minimum fatigue.
Size and space for approach and use: Appropriate size and space is provided for reach, manipulation and use.
Universal Design for Learning
Universal design is specific to removing barriers and creating accessible spaces for students, universal design for learning is used to recognize and remove barriers to learning and designing instruction for diverse learners. General education historically, was designed with curriculum, instruction, and expectations that were the same for all students and in many classrooms and school it still is. When students experience learning challenges, it was perceived as a problem with the student not the curriculum, instruction, or classroom environment.
In a classroom utilizing UDL, the teachers adapt lessons to accommodate the various strengths, needs, background, interests, and preferences to reduce barriers and increase student engagement. The UDL framework challenges the approach to education driven by student deficit and instead considers barriers within the curriculum design or classroom environment.
An understanding of UDL can help teachers prepare for learner variability and minimize the need for adaptations by removing barriers and designing instruction with flexibility. Inclusive learning environments utilizing UD and UDL can significantly improve outcomes for struggling students and those with disabilities while significantly challenging historical exclusion and supporting equity in education.
To learn more visit www.idea-reimagined.com
