Virginia Tech is sponsoring an early childhood conference in Charlottesville with a focus on “development through inclusion – regardless of physical or mental ability.”
Workshops will examine “cultural differences and disabilities in children in order to provide collaborative, instructional strategies and curriculums designed to meet the needs of all children.” Speaker Mara Shapon-Shevin will expound upon the idea of applying “the practice of inclusion” to all classrooms “in order to eradicate inclusion’s general association with special needs children.” Blah, blah, woof, woof, eyes glaze over.
Is it just me, or does this sound like a touchie-feelie fest? Does anyone really think that more “inclusion” will help special needs students? Am I overlooking something when I observe that “special needs” students have special needs — that they need specialized exercises and programs tailored to their level of cognitive development? In some instances, I would guess, children could be mainstreamed with their peers and given special instruction for an hour or two per day. But certainly not all. Am I sounding cold and callous by suggesting that “inclusion” of inappropriate children in mainstream classes will result in the dumbing down of the curriculum for students who are not disabled?
Disabled children certainly deserve our compassion, but is “inclusion” truly the best way to help them? I don’t know the answers. I’m just asking questions.