(Art by Joe Klemp)

Note: “Perspectives in Pedagogy” is a new column featuring Op/Eds written by the students of UW-Eau Claire professor Boris Krichevsky, an assistant professor at the College of Health and Human Sciences, education studies department.

“Education policy expert — and my mentor — Dr. Jane West, often says, “If you’re not at the table, then you’re on the menu.” In the education context, this concept resonates now more than ever. Too often, decisions about education are made without educators. Policies around what lessons teachers can teach or what books students can read are created by policymakers who are far removed from the classroom. In this Spectator series, future teachers in my course, Education Studies 212: Exploring Schooling in Grades K-12, join the table of education policy and contribute to topics and tensions on the education menu.”

-Boris Krichevsky

My hometown, Hurley, Wisconsin has a population of 1,600 people — 94% of whom are white. Everyone goes to the same restaurant on Friday night, has their own cliques and doesn’t like change. Growing up, I rarely experienced individuals who were “different” than what I was used to. 

Diversity, what’s that? It wasn’t until I was 12 years old when my sister, Jordyn, was born that I truly experienced diversity. Jordyn was born with achondroplasia, the most common form of dwarfism. Suddenly, diversity became a huge part of my life. 

As Jordyn grew, so did my awareness of the importance of diversity, equity, and inclusion in all parts of the world. The concepts are so crucial and powerful when incorporated and celebrated, but can also be detrimental when it is absent. 

If schools, especially in small towns, want to treat every student fairly, they must commit to true inclusion supported by trained staff, accessible classrooms and community understanding.

Although Jordyn’s school was and is very accommodating with adjustments for her, that isn’t the case for everyone. Watching her grow up, I have seen how important diversity, equity and inclusion are in school systems. 

I have seen how teachers and educators who take the time to make adjustments and create an inclusive environment where she can thrive make a huge difference. However, this isn’t the case for every child or every disability. Jordyn’s diagnosis really opened my eyes to how often people dismiss, ignore, or leave out underrepresented groups throughout the world.

The Metropolitan State University defines an inclusive classroom as a “designed place where students with disabilities, impairments and special needs in age-appropriate, general education environments so they can learn among their peers.” 

This means teachers are adapting lessons, their classrooms, and materials so that no students feel invisible or excluded. It means students who understand differences instead of mocking them. 

It means school cultures that recognize disability as part of human diversity and not something to hide or fix. However, the support from outside the classroom is something so many teachers and students struggle to receive. It is something that is fundamental to all student learning growth and needs to be incorporated for student success

Real inclusion in schools isn’t just about having students with disabilities in classrooms; it’s about creating an environment and class community where they are actively engaged, supported, respected, and given equal opportunities. 

This starts with school leaders and educators who incorporate inclusion into their classrooms and make accommodations that are accessible to everyone. Corey Mitchell from EdWeek reported on a survey that found “less than 1 in 5 general education teachers feel very well prepared to teach students with mild to moderate learning disabilities, including ADHD and dyslexia.” 

Teachers already have so much on their plate, expecting them to meet every single student’s learning requirements is nearly impossible. We need to have trained support staff like paraprofessionals, special education teachers and therapists who can assist students based on their needs and help support teachers in their classrooms. 

With the help of a strong support staff, teachers can adapt their lessons and accommodate more to students’ needs. Some have high sensory needs and tools like flexible seating, movement breaks, quiet/calm rooms or different learning environments. 

Others may need extra time to work on something or grasp the information being presented, visuals or hands-on activities, and extra support or check-ins. Overall, having welcoming schools and classrooms is so important to creating safe spaces where everyone feels valued and inspired to learn.

My sister has taught me how crucial it is to celebrate differences and incorporate them into education so everyone feels accepted and like they belong. As a future educator, I want to bring what I’ve learned from watching Jordyn’s journey into my own classroom. 

Any child who has a physical disability, an intellectual disability, a learning disability, or a mental or emotional disability is entitled to the same education experience as anyone else, and educators are the foundation of this. 

If small towns like mine want to grow and show true care for everyone, it starts with educating our future generations immediately. We can’t expect it to magically happen overnight, everyone is responsible to create inclusive environments and communities now. 

Children learn how to treat others from what they see in school. They see whether every student is valued or only the ones who aren’t different. By teaching young people to understand and appreciate disabilities, we start to build the foundation for a community that welcomes everyone. Inclusive education means building a kinder and more accepting community.

Swartz can be reached at [email protected].