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March 25, 2025Inclusion is defined as “providing equitable treatment and high-quality education to all students. It involves a blend of philosophical beliefs, practices, and processes aimed at creating flexible support systems and learning environments based on students’ strengths, abilities, interests, and needs” (Saskatchewan Ministry of Education, 2021). Inclusion within the kindergarten to Grade 12 school system is a relatively recent development in Canadian education. Up until the 1990s, educational approaches for students with disabilities in Canada were limited, with institutionalization being common in the 1950s, and integration efforts beginning in the 1970s (Saskatchewan Special Education Review Committee, 2000). According to the Canadian Charter of Rights and Freedoms (1982), every child has the right to an education free from discrimination based on ability or race.
In my role as a special education teacher, I am committed to serving my students in the best ways possible and I often reflect on the following:
- How do I ensure my inclusive teaching practice avoids perpetuating marginalization?
- What does true inclusion look like?
These questions stem from an awareness of the profound impact that racism and ableism have on students. Smedley and Smedley (2005) discussed historical efforts to align race and ability, positioning white people as the superior race. This legacy of white supremacy continues to shape systems and institutions (Annamma et al., 2013). According to Annamma et al. (2013), “A disproportionate number of non-dominant racial, ethnic, and linguistic groups continue to be referred, labeled, and placed in special education, particularly in categories like Learning Disability, Intellectual Disability (formerly Mental Retardation), and Emotional Disturbance or Behavior Disorders” (p. 2). Thus, educators and professionals must be conscious of their biases and examine how their actions might contribute to perpetuating harmful societal beliefs related to race and ability.
Racism refers to a process by which “systems, policies, actions, and attitudes create inequitable opportunities and outcomes for people based on race typically benefiting White people and White power structures” (Australia Human Rights Commission). Ableism, similarly, is rooted in the belief that people without disabilities are superior, leading to prejudice and discrimination against people with disabilities (Access Living, 2019).
Although school boards are increasingly addressing ableism and racism within the educational system, results will fail students without sufficiently educated staff and consistent staff engagement. Inclusion requires understanding that placing students with disabilities in mainstream classrooms can be “disabling” if they are expected to perform in ways that reinforce deficit-based assumptions (Love & Beneke, 2021). These students may be “managed” through practices that restrict access to certain spaces, activities or social interactions, including actively being pulled out of class, being limited to skills-based interventions addressing perceived deficits, or having reduced access to bilingual opportunities and supports (Love & Beneke, 2021, p. 38). As a result, race and disability intersect, and inclusionary practices and policies intended to promote justice for children with disabilities can uniquely and negatively impact children of color with disabilities (Love & Beneke, 2021).
DisCrit theory draws from Critical Race Theory (CRT) and Disability Studies (DS), and explores these intersections of race and disability. Many DisCrit scholars critique current inclusive education practices, viewing racism and ableism as interdependent social constructs that marginalize affected students (Love & Beneke, 2021). They argue these constructs are rooted in historical and legal contexts that aim to exclude people of colour and people with disabilities, denying them the social capital associated with Whiteness and ability (Love & Beneke, 2021). Recognizing how race and disability intersect to marginalize certain students within classrooms and society at large is a critical step toward achieving justice-driven inclusion in schools.
Moving forward
Future research on inclusion should be reflective and promote transformative actions (Love & Beneke, 2021). Specialized certification courses in special education are increasingly necessary, as few universities currently offer such credentials (McCrimmon, 2015). McCrimmon (2015) advocates for an expansion of special education content in bachelor of education programs, though acknowledges the challenges of integrating this into an already dense curriculum. In addition, similar calls can be made for bachelor of education programs to include simultaneous instruction on the historical impacts of racism for a well-rounded understanding. Most importantly, such explicit approaches are necessary for teachers to consistently apply the knowledge gained, reflecting on the biases inherent in one’s educational pedagogy. Each of these efforts are cumulative obligations toward justice-driven education.
References
Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education, 16(1), 1–31. https://doi.org/10.1080/13613324.2012.730511
Canadian Charter of Rights and Freedoms, s 7, Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c11
Disability Critical Race Theory (DisCrit) in Early Childhood. Topics in Early Childhood Special Education, 41(1), 31–44. https://doi.org/10.1177/0271121421990833
(Love & Beneke, 2021)
Eisenmenger, A. (2019, December 12). Ableism 101 – What is Ableism? What Does it Look Like? Access Living. https://www.accessliving.org/newsroom/blog/ableism-101/
Government of Saskatchewan. Harper-Harris, L. E. (2021). Inclusive Education. Retrieved from https://publications.saskatchewan.ca/#/products/85573
Love, H. R., & Beneke, M. R. (2021). Pursuing Justice-Driven Inclusive Education Research:
McCrimmon, A. W. (2015). Inclusive Education in Canada: Issues in Teacher Preparation. Intervention in School and Clinic, 50(4), 234–237. https://doi.org/10.1177/1053451214546402
Saskatchewan Special Education Review Committee. (2000). Directions for diversity: Enhancing supports to children and youth with diverse needs. Regina, SK: Author.
Smedley, A., & Smedley, B.D. (2005). Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race. American Psychologist, 60(1), 16-26.
What is racism? | Australian Human Rights Commission. (n.d.). Retrieved October 31, 2024, from https://humanrights.gov.au/our-work/race-discrimination/what-racism
About the Author
Mathew Zelensky is an experienced high school special education teacher with over 10 years of experience supporting inclusive education in Saskatchewan. He has led many initiatives to strengthen the educational supports and experiences for students. He has been an elementary classroom teacher, elementary resource room teacher, and currently teaches Alternative Education at the high school level. He has been part of many initiatives focused on equity and inclusion in schools ranging from literacy lead teacher and data team member at the elementary level to learning coordinator, anti-racist anti-oppressive education committee member, and secondary assessment committee member at the secondary level.
Mathew has a Bachelor in Education and a Post-Degree Certificate in Educational Psychology and Special Education both from the University of Saskatchewan. He is currently a Master of Education- Thesis Candidate with a focus on addressing ableism and racism in schools. Outside of work, Mathew enjoys gardening, running, and reading.