Disability and Student Health: Impact on Inclusion

Canadian society in general and the education system in particular do not appear aware of the values of inclusive education in terms of health of persons experiencing disabilities. In my view, the school system approaches education and disability as a problem of “fitting in” academically and behaviourally. Fitting in is so valued that a significant proportion of learners experiencing disabilities continue to be placed in segregated special education settings on a full or part-time basis. They are not seen as fitting into regular classes and benefiting from being educated with their typical peers. In popular educational thought segregation is what will benefit these students. It is believed that they will learn more strongly in the company of others whose learning is modest. Also, they will learn to behave appropriately in the company of others whose behaviour is seen as problematic.

Both beliefs run counter to common sense and the increasing strength of research and teacher experience that prove the opposite. Students experiencing disabilities do better academically and behaviourally when educated with their typical peers. This point recently, especially as it applied to learners experiencing intellectual concern, was emphasized by Susan Hall, Chief Commissioner of the Ontario Human Rights Commission in a presentation to educators and trustees at an Ontario Ministry of Education conference. She made no bones about it. In addition, to benefits for learners experiencing disabilities, research and experience prove that the learning of the typical peers is not lessened by inclusion. In fact, it seems that these students are learning lessons about humanity not taught in their textbooks.

But academic and social achievement levels are not the most significant reason for educating all learners together in the regular classrooms of any school. Learners are healthier when they learn with a diverse set of others.

Solid links have been made between being with their typical peers and the health of those experiencing disabilities. Acquaintance and friendship with a variety of others means social capital for all children. Halton, Kandyce, and Russ in the Healthcare Quarterly of 2010 remarked on the “explosion” of interest around the concept of social capital saying that valued resources lie within and are by-products of social relationships. They go on to note that “Social relationships also impact health and are included in social determinants frameworks through constructions such as social cohesion, social support and social exclusion. In any comparison of the special education and inclusive education models, two differences stand out. Social cohesion and the development of social support networks is connected to education in community schools and interaction with typical peers, whereas special education is characterized by being distanced from the typical peer group. The outcome is little opportunity to develop social capital unless one is among one’s typical peers.

Underwood (2004) of Ryerson University in outlining a case for inclusive education as a determinant of health states:

The benefits of inclusion evident in the educational research are improved teaching, and better academic, social and behavioural outcomes. These benefits logically provide other benefits outside of school. These include access to better jobs, and thus income and food security and reduced poverty, as well as access to social networks through school and work and thus better housing, reduced risk of violence and increased access to health care.

This beneficial domino effect of inclusive education has been recognized by the United Nations (2006, 1994) in its calls for inclusion of learners experiencing disabilities alongside their typical peers in community schools. Even before this, in 1989, at a Toronto meeting convened by the Marsha Forest Centre, a group sat down to consider how to find a stronger social response compared to the special education model to meet the academic and social needs of this group of learners. By the end of the evening, the term “inclusion” had been introduced and agreed on as a way to signal, with particular reference to the role of education, an equitable position in society for all, The concept of “inclusive education” now has spread around the globe. Though some use the term rhetorically as a theoretical or attitudinal concept not calling for regular classroom placement for all, others have proven that practice can follow theory and society can change when limitations in service approaches are uncovered. International research increasingly is documenting that education under the special education model not only causes social isolation, but also does not result in the levels of academic achievement possible through inclusive experience. Change to inclusive education is a growing dynamic in many nations.

Unfortunately, not nearly all governments and educators are willing to change from past practices. At best they seem unaware of these benefits. How this can be possible given the wide-spread understanding of the benefits of inclusion is difficult to understand. Could it be simple resistance to change?