Why Inclusive Education Matters for Georgio and Luca

This conversation began when the Alibrandi family came to us three weeks ago to enroll their three children for next year.  Moving from interstate, Eliana is in Year 9, and twins Georgio and Luca are in Year 7. Luca lives with ASD2, but has always been educated alongside his brother - sometimes in the same classroom, and sometimes in another peer class. In talking to the family, Luca's presence in his classrooms has helped all his peers grow and excel in caring for him, as much as he has benefitted from being alongside his brother and peers, and made to feel "one of the team" (their words).

When they came to us and were informed Luca would be in the adjacent "Special School" it is little wonder they were confused, hesitant and reluctant at such a change.  One can't blame them for exploring other nearby options while we have this important conversation as a school community.

With Luca as our primary focus, it is traumatic and challenging enough for Luca to be moving to a whole new context, let alone to expect him to then cope without having his siblings on campus with him and in proximity.  Managing this enormous change for him is difficult enough, so removing that metaphorical safety net for him would be unconscionable.

I believe it is up to us to use this as an opportunity to both help Luca, on a local level, and to help lead the way, at a national level, to move towards the global goals for genuine inclusive education. I acknowledge that this is not something that will happen overnight, but in conjunction and collaboration among colleagues, educators, specialists and experts we can begin moving to full inclusivity for our school communities and community more generally.

Our buildings and facilities already meet regulations for accessible spaces - legally that have to because modern public spaces have that presumption put upon them.  Our teachers, while perhaps needing some updating and minor supports, already know how to differentiate for various needs. We can even slowly begin bringing students from next door across to begin being part of ONE community should their families see that being with peers would be a benefit to their children.

And as educators, we are here to teach more than just the curriculum. We are here to form and grow future generations to be the best they can be - and in the current climate, teaching compassion and empathy and inclusion can only be a positive for everyone.

In an important article, (https://theconversation.com/listening-is-the-most-important-part-9-things-students-with-disability-and-their-families-want-teachers-to-know-215702) researchers told us all that the most important thing we can all do for students with disability is to listen to them!  When we listen to Luca in this situation, he want to be with his family.  And it would be remiss of us to not share with his classmates and peers at the start of the year what Luca wants them to know about who he is and what he would like from his new friends.  Communication in all directions, and fostering a listening environment will be the most important part of navigating this new adventure.

Emphasising communication will be key for leadership, teachers, family and Luca, so regular and clear contact and consultation will be important. However, lets note that this is no different from any other student who has any type of differentiation or issue. It is clear and simple diligence that it required, and that feels achievable. I won't pretend we will always get it right, let alone perfect, but we rarely do.  We strive for our best, do our best, and for the most part help our students navigate their educational lives to go forward into the world as prepared as they can be to achieve their goals.  I don't see that being any different for Luca than it would be for Georgio, or Eliana, or any other student we interact with.

There are logistics, and long term plan needed to help us move to full inclusive education, but in the immediate future there is no reason to not welcome Luca into this school community and work with our colleagues and peers next door to begin the process of coming together to form ONE school community.

I'm willing to do the work, and in speaking to other educators, I am not alone in believing this is the way forward for us all.  I hope that the school community, the leadership team and the wider community can see this vision for the future and help bring it to fruition - not just for Luca, but for us all.

Groups like the Australian Collective for Inclusive Education, All Means All and all the resources of the Department of Education are ready and willing to work with us, should this be the direction I hope we decide to move towards.

Please feel free to contact me with any other questions, to receive the many other resources I've consulted for this process and do discuss what Inclusive Education can look like. My heart is behind this, and with a collective passion, we can build an amazing school that is genuinely for EVERYONE