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February is Inclusive Education Month

"Diversity is having a seat at the table, inclusion is having a voice..."

What it entails

Our minister of education makes a declaration, posting a proclamation on social media. 


That's it.

What we need

Rather than an empty proclamation which leads to little or no meaningful change, we need year-long support and advocacy for all students. 

When inclusion leads to exclusion

Our current process requires students (usually their parents) to "prove" they are disabled enough to require supports. This process is usually done by non-disabled, neurotypical bureaucrats who don't (and can't) understand the lived experience of the student they are reading about in a document or application form. 

Instead

Instead, students should be given what they need to succeed and thrive, regardless of what paperwork they may have (or not have) to quality for accommodations and supports. 

For this to happen

In order for this to happen, a lot needs to change. Firstly, we need to understand that disabilities are dynamic: a person's ability to learn and succeed varies each day, hour, even minute. We can't evaluate or determine what supports someone needs and which ones are effective based on small snapshots of their day.

Funding and resources

As always, a significant part of this comes from the need for increased funding and resources. We need completely different funding and training models for our public education system, better education for staff, and a lot more money for our schools.

Learn more

Articles about inclusive education

My Three Wishes

Behaviourism Is Not Inclusion

Preventing Seclusion

If Inclusive Education Month Granted Wishes, written by Jillian Enright of Neurodiversity Manitoba

If inclusive education month were like a genie in a lamp that could grant me three inclusion-related wishes, these would be the top three things I would change about our public education system...

Preventing Seclusion

Behaviourism Is Not Inclusion

Preventing Seclusion

Preventing restraint and seclusion in public schools, by Jillian Enright of Neurodiversity Manitoba

No school should ever have the right to seclude or restrain children. The only time it is ever justifiable is during a serious emergency in which it is the only available option for protecting oneself or another person. 

Behaviourism Is Not Inclusion

Behaviourism Is Not Inclusion

Accommodations Are Not Privileges

A break down of a program called Positive Behaviour Interventions and Supports (PBIS), identifying some very concerning aspects about this "positive" approach to inclusion which has strong roots in behaviourism.

Accommodations Are Not Privileges

Accommodations Are Not Privileges

Accommodations Are Not Privileges

Accommodations are not privileges, written by Jillian Enright of Neurodiversity Manitoba

Accommodations and needs are not privileges which can be offered or withheld at the adult's whim. They should never be used as a tool to manipulate or force the student into complying. 

Inclusive Classrooms

Accommodations Are Not Privileges

Inclusive Classrooms

Practical Tips For Creating Inclusive Classrooms, by Jillian Enright of Neurodiversity Manitoba

Making classroom spaces and lessons more accessible for all students. The best lesson plans and classroom management strategies will be rendered useless if students do not feel cared about and safe in school. 

Sensory Nightmares

Accommodations Are Not Privileges

Inclusive Classrooms

Schools Are Sensory Nightmares, written by Jillian Enright of Neurodiversity Manitoba

Schools are bad enough for neurotypical folks, but can be hell for neurodivergent students. Loud bus rides, hallways, classrooms, announcements, recesses, gym classes, music classes, fire drills... all followed by yet another loud bus ride home.

Behaviour Plans Are For Adults

Behaviour Plans Are For Adults

Behaviour Plans Are For Adults

Behaviour Plans Are For The Adults, written by Jillian Enright of Neurodiversity Manitoba

Behaviour plans are useless, unless the adults have developed - and continue to develop - secure relationships with the children in their care. If or when staff develop a behaviour plan, they must centre the child's needs so the plan is written to best support the child, not to make the adults' jobs easier.

The Squeaky Wheel

Behaviour Plans Are For Adults

Behaviour Plans Are For Adults

The Squeaky Wheel Gets The Funding And Support, written by Jillian Enright of Neurodiversity MB

Behaviour problems or failing academically shouldn't be the only reasons children receive appropriate supports at school. In our under-funded system, children whose parents complain the loudest or whose behaviour is most disruptive are first to get what they need while others go without. 

Funding Public Education

Behaviour Plans Are For Adults

Funding Public Education

Funding Public Education, written by Jillian Enright of Neurodiversity Manitoba

Change must start at the top, then work its way down. When policy-makers talk about funding models for public education, or about putting more money into education, they often talk about new “programs”.  

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