8 INTERVIEW
THE MALTA INDEPENDENT
Monday 15 June 2009
CLASSIFIEDS
THE MALTA INDEPENDENT
Monday 15 June 2009
INTERVIEW 9
Inclusive education is about treating
students equally, not the same
University lecturer ANDREW AZZOPARDI is convinced that
inclusive education is good for everyone, without compromise. He
points out, however, that inclusion is about treating students equally,
not the same. His conviction is proven in the real life stories
contained in his recently published book entitled Reading stories of
inclusion: Engaging with different perspectives towards an agenda for
inclusion. Interview by Francesca Vella.
We’ve come across the phrase “All different, all
equal” many a time, particularly thanks to the
Council of Europe’s campaign in favour of diversity, human rights and participation a few years
back.
The phrase is also reminiscent of last year’s EU
campaign
“For
Diversity.
Against
Discrimination”, which was aimed at raising
awareness of discrimination and the legislation
which exists to combat it, as well as promoting
the benefits of diversity.
Dr Azzopardi’s concept that “‘Inclusion’ policy
is about treating the students equally and not
the same”, is very much based on this idea that
even though all human beings are equal, they
are also different; every person has their own
strengths and weaknesses.
By means of his research, Dr Azzopardi, a lecturer within the university’s Department of
Youth and Community Studies, wants to translate this concept into a reality in schools.
Inclusive education has an impact on children’s
openness to the value of diversity, shaping them
into more tolerant human beings and giving
them the essential socialisation and interaction
skills that they will find very useful as adults,
he explains.
This idea underlies the whole concept in his latest publication, in which he says, for instance,
“A vibrant school community is one that is constantly on the move where the deep-seated goal
is to reach out to all students, empowering them
with the necessary skills they will need for their
future.
“Students fundamentally need to be able to
work in a diverse community, which is respectful of difference. A real world experience, which
draws from the communal context they come
from, is the more natural, effective and long-lasting way for children to learn.”
He correctly points out that inclusion, and
inclusive education specifically (which he focuses on in his book), is not only about the integration of people with disabilities, but rather
includes everyone, children with different capabilities, children with different strengths and
weaknesses as represented in a typical community.
In one particular section of his book, Dr
Azzopardi makes his case as to why research
shows that inclusion is realistic.
“Inclusive education must guarantee quality
life expectations and should offer lifelong and
equality for access to all the echelons of society.
Inclusive education has to adapt to the needs of
the student and not vice-versa.”
Interestingly, he goes on, “Rather than seeking
to fix people and to separate them from mainstream society, we need to address the complex
issues that will enhance society”.
Dr Azzopardi tells me that a number of tools
that could make inclusive education work are
not being used properly, and at times are not
“Students at the margins have a
right to equal participation in all
aspects of society and in all
decisions that concern them. School
institutions endeavour to be
accessible to all and to strive
towards a comprehensive society.
This applies not only to inclusion
in education, employment and
social life, but also to participation
in the political processes
they are engaged with”.
used at all.
“It’s not inclusive education that isn’t working,
but the mechanism, it’s the lack of the use of
available tools that isn’t working,” he explains.
He argues that there needs to be a culture of
reduced fear of human differences, and while he
said he can see some interesting changes taking
place, with parents, students, teachers and other
professionals searching for examples of positive
inclusive practices, policy makers have a lot to
do to really make inclusion work.
“The local scene lacks dialogue, debate and for
a. The people who manage the two coalitions in
Malta are either immersed in personal issues or
else are too tired and too uninvolved to make the
necessary moves and changes,” he writes.
Again speaking about the tools that are hardly being used, Dr Azzopardi says that students
need to be given individual attention, but smaller classrooms need to be created.
He mentions, for instance, individual education
programmes (IEPs), which are a brilliant tool to
establish children’s needs with parents, teachers
and professionals such as psychologists and
counsellors.
Speaking about learning support assistants
(LSAs), Dr Azzopardi said most of them never
got proper training, and at the beginning of the
scholastic year, hardly any LSA-student matching and preparation takes place.
He said they should not be assigned to one
child and stay with them all the time, but rather,
LSAs could be specialised in certain subjects and
could serve as teacher assistants to work on curriculum development, for instance.
Dr Azzopardi criticised the large schools that
have been created as a result of the college system, because a lot of children are getting “lost”
in the system.
He admits that a lot needs to be done to make
inclusive education work, but as he points out in
his publication, inclusion is a contemporary
debate that raises a great deal of discussion and
argumentation, but regrettably remains a dispassionate topic, with shallow exchanges.
More person-focused programmes are
required, there needs to be an audit of resources
and changes in current practices, he said.
Clearly, however, there needs to be a change in
people’s mentality before real changes can start
taking place.
Are we capable of responding to diversity as a
people? Are we ready to make our schools a reality that is applicable to all, that is capable of
addressing the broader needs of the community
that they form part of?
More than that, Dr Azzopardi points out that
to make it happen, we need to have a “culture
of questioning”, asking positive and assertive
questions. We need opportunities to learn to ask
without feeling threatened or threatening.
“There is no room for arrogance or complacency, but for sharing, supporting, encouraging and
mutual effort to engage with the complex
debates if we want to witness progress.”
He says that while it is important to talk and
listen to each other and have a respectful ear,
there is the danger of seeking the easy and quick
slick solutions rather than thinking things
through these highly complex and difficult
issues.
The first step is to understand that the benefits are huge.
Dr Azzopardi points out, in the conclusion to
his book, “Students at the margins have a right
to equal participation in all aspects of society
and in all decisions that concern them. School
institutions endeavour to be accessible to all and
to strive towards a comprehensive society. This
applies not only to inclusion in education,
employment and social life, but also to participation in the political processes they are
engaged with”.