New Brunswick Education Exclusion Philosophy

A bite mark on Conor's hand. Conor would bite his hand regularly in the regular classroom. The biting ceased when his learning was provided in quiet locations outside the regular classroom. The bite mark above actually occurred while he was receiving instruction in a small area near an office in High School and the phone rang for a prolonged period because the occupant was absent. The school nurse attributed the bite to an infection. I took him immediately to see our family Doctor who concluded it was not an infection but was a bite mark. The picture above was taken the next day AFTER the swelling had gone down a bit and the individual teeth marks could be seen. Noises including a phone ringing, or the many sounds and other sensory and cognitive challenges of the mainstream classroom can be harmful for some with autism disorders. It is necessary to look at the evidence to see what works for the individual student and not rely on a philosophical belief system. A SIMPLE inclusion philosophy fails to accommodate learning needs of ALL students and results in exclusion of SOME from a true learning experience.

I had the opportunity recently to attend a workshop at the UNB Law School in Fredericton at which speakers commented on inclusive education and disability issues. As a graduate of the UNB Law School I was very disappointed that for the most part the presentations were yet one more obedient salute to NB's extreme "everyone in the mainstream classroom" philosophy, a philosophy described by NBACL icon Gordon Porter as "simple", and which actually excludes some with diverse needs from receiving a safe and meaningful education. For some students their autism disorders are not always simple. I wasn't able to stay for every presentation and it is also possible that I missed a point or two during the full day but I did not hear any single speaker address the need for evidence based approaches to educating children with disabilities. No consideration was shown for those who actually NEED an education outside Gordon Porters mainstream classroom. (An excellent presentation by lawyer and former Education Minister Kelly Lamrock on the implications of the SCC decision in the Moore case hinted at a possible need to re-evaluate possible implications.of that decision for NB education and its inclusion policy)

NB's SIMPLE Inclusion Philosophy

                                

        Gordon Porter leads a session on inclusive education at

             the Greenwood Inn and Suites on Thursday, April 12, 2012 Diane Crocker

The picture by Diane Crocker above and accompanying quotes are from the Newfoundland paper the Western Star article, "Inclusion in the classroom ‘simple,’ says educator", (with highlighting added by me for emphasis-HLD):

"CORNER BROOK — Gordon Porter believes inclusion is the most natural thing in the world. The educator and director of Inclusive Education Initiatives presented a session on inclusive education at the Greenwood Inn and Suites on Thursday. Porter, who is also the editor of the Inclusive Education Canada website inclusive education.ca, spoke to parents, educators and agency professionals who deal with children with special needs at the pre-conference for the Newfoundland and Labrador Association for Community Living Conference taking place in the city today and Saturday. The session was sponsored by the Community Inclusion Initiative. Porter’s session revolved around the theme of parents and teachers working together to make inclusion work.“It means kids go to their neighbourhood schools with kids their own age in regular classes,” said Porter.“If you’re seven years, old you go to the school just down the street. You go in a class with other seven-year-olds, and you’re supported if you have extra needs. “It’s so simple, it’s that simple,” said Porter."

I have often criticized the closed minded thinking of those with good intentions who adhere to the philosophical approach of NB's extreme inclusion as it relates to some with severe autism disorders because it forces them, and some other students, to learn in mainstream classrooms without regard to cognitive, learning and sensory challenges of some students. NB's extreme inclusion policy does not permit a rational, thorough examination of the evidence and consideration of what is needed in terms of the appropriate learning environment for those who may require alternative locations to learn in a safe, humane and effective learning environment. In fact it excludes some from having an appropriate learning experience.

My son Conor's severe autism and related challenges led him to bite his hand every day in the mainstream classroom until he was removed at our request and placed in an empty classroom with a teacher aide and the biting ceased. His self injury was evidence that could not be ignored. Once placed in an alternative location the biting ceased and he was able to learn in an appropriate learning environment for him.

He has been educated in that fashion since then while receiving ample opportunity to participate in appropriate activities eg. swimming, appropriate school trips eg. to an apple orchard, resource centre start, lunch and finish each day. Meeting Conor's individual learning needs outside the mainstream classrooom has not excluded Conor from engaging in activities with other students as shown in the pictures of Conor engaged in school activities such as swimming, visiting apple orchards, running and so on:

Conor about to leave the diving board during a school swim period in Grade 9.

Conor loves the pool and with other students still loves to participate in the school swims.

Conor enjoying a school apple orchard adventure

Above Conor enjoying fun on the run at Leo Hayes High School

Some children have been sent home from NB schools for behavioural challenges after being given various time out options but without consideration being given to a different learning environment on a regular basis. Alternative learning environments to support disability based learning is stigmatized in NB as "segregation" with all the negative implications of the race based segregation that once existed in the United States. Learning in an appropriate learning environment outside the mainstream classroom for some with special needs is NOT akin to race based segregation. Rather it is an ACCOMMODATION of their diverse needs when required outside the regular classroom,

Conor's placement in a so called "segregated" location outside the mainstream classroom happened because of the clear evidence of harm Conor suffered by "inclusion" in a mainstream classroom. Not all cases are so clear but the evidence should be explored in appropriate cases. Students requiring instruction by different methods or in different locations than the mainstream classroom are not always so fortunate. Such accommodation does not equate with racial discrimination and it does NOT preclude participation in other activities with other students. The swim/dive, apple orchard and run activities are all examples of activities taking place at his neighborhood school with other students and he absolutely loves them. Look at his face and tell me, his father, that they don't.

Not all students have been so fortunate. It would be wise for the extreme inclusion advocates in this province to recognize that some, not all perhaps, but some could be accommodated and remain in school by accommodation in the manner my son has been accommodate because his parents were able to fight for that accommodation.

Failure to accommodate the environment based learning challenges of some students with special needs is not inclusion It is the exclusion of an evidence based approach that would further ensure that all students receive an education via the learning method, for some ABA based instruction as one example, necessary for them to learn and to learn in a safe, humane environment

Extreme inclusion for all in Gordon Porter's mainstream classroom vision is not inclusion at all. It is the exclusion of some students with diverse learning needs some of whom, and some of which, have to be accommodated outside the mainstream classroom.