Vision
From Theory…
Katherine:
In his pioneering documentary film called “Including Samuel,” (2009) filmmaker Dan Habib featured conversations with retired principal, Joe Petner. Dr. Petner’s wise words continue to resonate: “When we do inclusion poorly, we reinforce the idea that it doesn’t work.”
Schools are complicated institutions with often entrenched (though arguably antiquated) attitudes, structures and practices that reinforce ableist norms of competence and performance.
So what does it take to translate a vision for inclusive education into implementable, sustainable policies and practices? Knoster (1991) offers a model of “leading and managing complex change,” around which this blog series is built.
He suggests that affecting real, lasting change in a “complex organism” such as a school, requires each of the following components: vision, consensus, skills, incentives, resources, and an action plan. If one piece of this puzzle is missing, outcomes can include confusion, anxiety, or resistance, keeping change constantly out of reach (see image below).
Therefore, in this multi-part series, we use Knoster’s model as our collective road map—beginning with Vision—charting a course forward and reflecting on the lessons learned along the way in the quest to sustain an inclusive school community where everybody belongs.
…to Practice
Michele:
First, it’s important to have a district-wide strategic planning goal, or simply a departmental goal, that focuses on inclusive practices—this ensures that any effort made toward that goal will be supported, in some way, by all stakeholders.
Equally important is to have a very clear sense of direction: for our district, it was to “increase opportunities in general education for students with disabilities.” Our child study team, special education teachers, general education teachers, support staff, administration, community, and families can connect to our Special Services vision:
Maximize the opportunity for adult independence and success (independent living, career development, reciprocal social relationships).
Create a district-wide environment where disability is just one of many differences around which teachers collaborate to support and educate children with diverse learning profiles; where Special Services is a department to mobilize the supports needed at any given time, in the general education classroom.
Develop a community of future leaders/adults/employers/friends that individuals with disabilities can count on for understanding, accommodation, and advocacy.
Our vision is not to “reduce resource rooms.” It is not to “eliminate self-contained classrooms.” However, as you begin to develop and unpack this vision, there is very little room for ongoing, sustained segregation of students with disabilities.
Furthermore, while we recognize the importance of consensus building, we must also be practical and work within the scope of our district-specific reality. Sometimes, consensus is built through small successes as we make incremental steps toward change. We focus on the individuals that are our inclusive allies and mobilize them in key roles throughout the district.
For those who are likely never going to “buy in” to the (civil rights entitlement of people with disabilities) vision we must ensure that the “buy in” isn’t related to a missing or weak component of Knoster’s model (future blogs). We will never have 100% consensus. This is evident through all the political and civil unrest we have been experiencing as a nation—the world of disabilities and inclusive practices is not immune.
Lessons Learned/Tips from the Field:
Know where to start. Start in a building, grade level or location where your vision is understood, and you have teacher and administrator champions to help blaze the trail.
Communicate the vision clearly. The vision should be about the bigger picture, a future that is twenty years out. Saying that, it’s important to also come up with a 5-7 year plan of annual goals and specific action steps needed to achieve them (more about this in a later post!)
Survey, survey, survey. It may not “feel” good to read the responses sometimes, it may even be alarming, but it needs to be done in the beginning, middle, and end (is there an end to this work?). Surveys can drive starting points, professional development decision-making and problem-solving, at any moment during the process of change.
Dr. Katherine Vroman is an Inclusion Facilitator at NJCIE, collaborating with educators to promote full access, meaningful participation, and authentic belonging for students with disabilities in their schools and communities. Katherine earned her Ph.D. in Disability Studies from Syracuse University, endeavoring to translate inclusive values into on-the-ground practices to affect transformative, systemic change.
Mrs. Michele Gardner has been a public school special educator for almost 25 years and presently serves as the Director of Special Services for the Berkeley Heights School District. She is also a long-time adjunct faculty member at The College of New Jersey in the Department of Special Education, Language & Literacy. Mrs. Gardner was the 2020 recipient of the New Jersey Association of School Administrators Special Education Administrator of the Year Award and the New Jersey Coalition for Inclusive Education’s Inclusion Honors Award.
Dr. Vroman and Mrs. Gardner have been working collaboratively for several years implementing change in inclusive practices in the Berkeley Heights Public Schools.