Philosophy Of Inclusion: Math Genius

Students With Special Needs Dept: Zwaagstra may not realize that British Columbia's inclusion policy is not synonymous with full integration. It calls for placement of students with special needs based on their unique individual abilities, though sound educational reasons are needed to justify segregation. This two-decade old policy reflects the modern meaning of "inclusion," though many still confuse it with full integration, according to Vancouver Sun. Following the logic of separate schools or classes based on "ability" or stereotype as the new norm, we quickly encounter the fundamental flaw. After shipping out disabled kids, you still have gifted, aboriginal, ESL, immigrant, hyperactive, disadvantaged, emotionally fragile, problem kids, etc., all of whom will need their own schools. The disabled kids will also need separate schools for autism, dyslexia, speech and hearing disabilities, medical fragility, etc. Then where do we place the autistic kid who's brilliant at history? The math genius who can't spell? The aboriginal child with Down syndrome? Who gets the music program, or do we create 15 separate ones and winnipeg teacher Michael Zwaagstra Students should be grouped by their ability, July 14 argues against inclusion, which, he says, holds back bright students and disabled students who are placed in classes where they can't participate in "normal" activities. If students are placed inappropriately and denied appropriate supports or individualized education planning, this is not a failure of "inclusion," but of sound educational practice. Since the days of the one-room schoolhouse, good teachers have known how to group diverse students appropriately for specific tasks to facilitate learning while still fully respecting a philosophy of inclusion. As reported in the news.
@t inclusion policy, vancouver sun