"Task Analysis and Breaking Down of Content in Inclusive Schools" I recently had an interesting interaction with a mother who questioned why there is so much talk about inclusion in schools, as she felt it was more of an eyewash. As someone who takes criticism seriously, I found her perspective both thought-provoking and somewhat disheartening. Her own experiences, having unsuccessfully fought for her child's entry into mainstream schools and eventually finding success in a special school, left her with a sense of frustration towards the concept of inclusion. She highlighted that many students who "passed" their 10th or 12th-grade exams only had a certificate to their credit but lacked essential life skills to cope with the challenges of the future. It's essential to recognize that the goal of inclusion is not merely to obtain a 10th or 12th-grade pass certificate. There is no one-size-fits-all model for inclusion, but it's valuable to explore tried and tested methods. One such approach is differentiated teaching, with a key factor being an understanding of each child's pace of learning and their current functional and motivational level. When the suggestion of reducing content and teaching in smaller parts is proposed to parents or teachers, it often raises the question of how students will ever be equipped to deal with the substantial content by the end of the year. To address this, consider an analogy: Imagine your class is preparing for a 10K marathon at the end of the year, with a minimum pass requirement of 6K. However, it's important to remember that each student starts with varying skill and motivation levels. Your initial plan might be to teach and practice 1K each month, progressively adding 1K per month for ten months. However, this approach may not work for the entire class. Some students might continue to struggle with the first 1K for three months. When pushed to do 2K and 3K in the 2nd and 3rd month, they may become more demotivated, tired, and experience repeated failures. On the other hand, there will be students who can manage this pace, and some might even be ready for 5K by the 3rd month. As an educator, your skills come into play when you adjust the pace of learning for each group of students without making anyone feel inferior or superior. It's crucial to accept and respect each student's varying skills and abilities. To include the home environment for those who need more assistance with the 1K, homework and programs should be tailored to focus on this foundational skill even in the 3rd month, depending on individual students' current performance levels. Is this an easy task? An emphatic NO! Is it possible? An emphatic YES! All brainstorming and teacher empowerment sessions should concentrate on intensive individualized planning, with the involvement of professionals and parents where necessary. Will every student complete the full 10K? Perhaps not, but the goal is that all students give their best effort, and most of them will reach the minimum required 6K without compromising anyone's self-esteem. Is it worth the effort? If you believe that every life matters, then the answer is a resounding YES.
