When the topic of inclusive education comes up I can’t help but reflect on my on experience with inclusion when it comes to education as someone who has an invisible disability. I have struggled with chronic pain for the majority of my life and it has been a barrier with a lot of things that I do. Through high school I struggled attending Physical Education because the class wasn’t made inclusive for my disability. When I did decide to do PE online where I could make it inclusive the teacher graded me harshly based on the timeline I was able to hand in my work. When I left secondary school I thought I wouldn’t have to deal with as many obstacles in my education due to my disability but when my disability started to worsen I struggled sitting through a lecture or even walking between classes.
After a semester on full time in the education program I knew that I couldn’t ever do this program full time. It wasn’t a matter of being the wrong time where I could just come back next year or the year after. Full time studies were far too much when it came to my physical limitations. Unfortunately, there were no part-time accommodations put into place for the UNBC education program which made my journey an uphill climb. I faced a lot of push back and had felt like I had no say or agency when it came to my schedule. Instead of part-time year long I had to do some periods of part time with short bursts of either full-time or nothing at all. This was due to the structure of practicum and how the system is currently set up. I’m not happy with the outcome of the accommodations because I do think I end up missing a lot of what the program entails but I’m happy that I was able to get any accommodations and hope that this will pave the path for better accommodations for future students.
As a student with a disability, I’ve felt a shift – a welcoming embrace that goes beyond mere accommodation to a genuine celebration of diversity.
Inclusive education, for me, has meant more than just accessible ramps or specialized learning materials. It’s about dynamic classrooms that recognize and celebrate the unique contributions of each student, including those with disabilities. Teachers, armed with resources and training, have created an environment where diverse learning styles are not just accepted but embraced.
When discussing inclusive education it’s important to make accommodations that are formed with the student in mind. This is tricky in systems that have a few accommodations that you can choose from and only that. The accommodations that were put into place to help me through the education program would’ve helped a lot more if they were able to be tailored to my needs instead of trying to fit me into this pre-formed structure. Even though they weren’t perfect, the accommodations that were put into place has made it possible for me to continue in this program which I am extremely grateful for.
Inclusive education is not confined to the school walls; it extends into the community. The active engagement of parents, caregivers, and local organizations has created a network of support that is both empowering and heartening. This collaborative effort has not only enriched my educational journey but has also helped dismantle the barriers that often accompany disability.
The journey has not been without its challenges. As a person with a disability, I’ve faced unique obstacles, but the commitment to inclusivity has been a driving force in overcoming them. Ongoing professional development for educators, continuous dialogue with my family, and a dedication to staying informed about best practices have been crucial elements in ensuring a truly inclusive learning experience.