Kishi Anderson Leachman and Steve Sider | Belonging matters: Inclusion tips for Caribbean schools

As the new school year is underway, many schools in the region have finalised their improvement plans aimed at promoting success for all students. A crucial area that still requires urgent attention is the support of children and youth with disabilities in inclusive learning environments.

While full inclusion may seem like a distant goal for some institutions, it is important to remember that inclusion extends far beyond teaching methods and classroom accommodations, it must be embedded in the entire school culture, environment, and daily routines.

There are several practical tips for reimagining school spaces and practices to foster a more inclusive and welcoming environment where every child can feel a true sense of belonging.

1. Rethink the use of physical spaces

In many schools, children with disabilities are either denied access to certain shared spaces, such as the gym, playground, or cafeteria, or are given access only during separate times. Some schools even designate special areas exclusively for students with disabilities.

These exclusionary practices unintentionally isolate students and limit their opportunities for social interaction with peers. Inclusion means shared experiences. All students, when it is safe and appropriate, should have equal access to school facilities alongside their non-disabled peers. Avoid assigning separate eating or play times for children with disabilities. Instead, invest in strategies such as:

– Adjusting timetables and supervision schedules.

– Providing adequate support staff during shared activities.

– Modifying physical spaces to ensure accessibility for all.

These changes, while requiring effort and planning, are entirely achievable and have a significant impact on student well-being.

2. Eliminate segregated school events

It is still common in some schools to hold separate ceremonies and events, such as Graduation, Sports Day, or Prize Giving for students with disabilities. While these may be well-intentioned, they send a harmful message: that students with disabilities do not belong in the same spaces as their non-disabled peers. Segregation reinforces stigma. All students deserve to be recognized and celebrated together. Inclusive events:

– Promote a sense of belonging and school unity.

– Affirm the value and potential of every student.

– Encourage empathy and respect among the entire student body.

School leaders should aim to integrate all students in major school events and ceremonies. Inclusion should be visible and intentional.

3. Facilitate professional learning for all educators

Decades of research has shown that authentic, job-embedded professional learning is key for all educators - teachers, teaching assistants, and principals - to foster inclusive environments. Professional learning is often most effective when it is completed in partnership with others in the school, thus building professional competence and efficacy. Professional learning can include:

– Bi-weekly or monthly small group or full-staff meetings to facilitate collaborative planning to respond to student needs and strengths

– Engage everyone in the school – including cleaners and office staff – in professional learning. Everyone has a part in inclusive education.

– School principals need specialized supports to help them grow their own competences (knowledge, skills, and attitudes) to foster inclusive education

4. Build a research ecosystem in the school

Action research is the type of day-to-day research that teachers and other educators in the school can engage with to measure progress toward inclusive education. Action research involves teachers identifying problems of practice (e.g., What reading interventions best support a student with autism in my grade 3 class? How can I effectively instruct conceptual understanding of fractions for a student with a learning disability in my grade 6 class? etc.) and collecting evidence over multiple weeks and months to identify what worked well and what could be further refined in the future. Action research can be shared at full school meetings to help others teachers learn from the different action research projects. Building a research ecosystem in the school has many benefits including:

– Models for students that educators are always learning and looking to improve their practices

– Fosters collective teacher efficacy, which research has demonstrated to be one of the most powerful ways to foster inclusive education

– Provides opportunities for learning both within the school and across districts.

May this year be where all children feel like they belong in neighbourhood schools, leading to flourishing school communities and broader communities. After all, belonging matters!

Dr Kishi Anderson Leachman is an assistant professor in Inclusive Education at the University of Winnipeg, Canada. Dr Steve Sider is a professor in the Faculty of Education, Wilfrid Laurier University, Waterloo, Canada. Send feedback to columns@gleanerjm.com