In my career as a special educator, which has spanned over thirty years, I've witnessed the evolution of practices and beliefs in the field. Trained during what some might nostalgically call the "glory days" of special education in the late 1970s and early 1980s, there was a prevailing sense of optimism and a strong belief in expertise and measurable outcomes. However, as time passed and my experience grew, my perspectives evolved.
I no longer believe in "fixing" individuals because I now see each person as complete in their own right. The reliance on measuring outcomes often leads to judgment and isolation rather than genuine progress. Expertise, once seen as a shield of authority, can sometimes hinder proper understanding and inclusivity rather than foster it.
So, what do I advocate for now? What have years of teaching, research, and reflection taught me? It's simple: isolation is fundamentally wrong. Despite minimal or no real improvement for the children involved, I've engaged in countless discussions where data-backed arguments were used to justify segregated programming as essential. The emphasis on measurable data often narrows our focus to a single aspect of a child's complex reality, overshadowing the need for diverse, multidimensional learning environments.
Instead of trying to change children, we must change ourselves and our educational systems. We need environments that embrace diversity and allow every learner to thrive. This shift is challenging; it requires commitment, trust, communication, resources, and hard work. It's striking how readily we accept the effort of maintaining separate infrastructures while viewing inclusive practices as an additional burden.
The field of special education has, in many ways, contributed to a mythology of expertise. We've developed complex jargon, assessment practices, and literature that sometimes serve to exclude rather than include. Demystifying these practices is now one of our most significant challenges.
What if we recognized it as a natural state instead of complicating inclusion with well-meaning but misguided intentions? What if we focused on creating inclusive environments that naturally accommodate all learners rather than perpetuating systems that isolate and categorize?
These reflections are not just academic ponderings but a call to action. It's time to rethink our approach and embrace inclusivity as the cornerstone of effective education. It's time to move beyond the mythologies of expertise and measurement and towards a more humane, holistic approach to supporting every learner.
Sheila Bennett, Professor, Brock University, St. Catherines, Ontario
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