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Stephen Lecce: Stephen.Lecce@pc.ola.org

Ontario. Ministry of Education

315 Front St, 14th Fl

Toronto, ON M7A 0B8

Dear Minister of Education, Stephen Lecce,

We are students in the Early Childhood Studies (ECS) program at Toronto Metropolitan

University. We are writing this letter to address the issue of the lack of high-quality disability

inclusion in Ontario elementary school classrooms. We believe that children and youth with

disabilities are not receiving the quality and inclusive education they deserve. We will further

explain this by examining social exclusion in schools for children with disabilities, defining what

inclusive classrooms should be, and providing recommendations to achieve this.

Children with disabilities often experience social exclusion in two different forms:

implicit and explicit (Lindsay & McPherson, 2012). Social exclusion can lead to

discouragement, affecting motivation for school and the development of relationships with

others. For example, some children with physical disabilities are required to leave class early to

get ready for the school bus. With this happening every day, these children are losing not only

classroom time but also missing out on social interactions with peers (F. J. Moola, personal

communication, November 23, 2023). Children with emotional and/or behavioural disabilities

also tend to face more hardship, such as maintaining fewer friends over time (Koller et al., 2018).

The lack of understanding and knowledge about children with disabilities is a common

reason for implicit social exclusion (Lindsay & McPherson, 2012). Some educators lack

experience with children with disabilities or do not fully understand the disability and how to
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navigate social dynamics in the classroom (Frankel et al., 2019). On the other hand, some

teachers take the initiative to educate their peers about disabilities but find it challenging. When

considering childhood disabilities in Canada, Autism spectrum disorder (ASD) is one of the most

common. Teachers generally understand that they should create an inclusive environment in

classrooms for children with disabilities; however, many feel unprepared and struggle with

appropriately assisting and supporting these children and their needs. This does not only include

academic support, but social and behavioural as well, leading to teachers feeling disheartened

and children being underserviced and unable to reach their full potential (Lindsay et al., 2013).

Explicit social exclusion can stem from biases and ‘being different’ from everyone else

(Lindsay & McPherson, 2012). Children usually realise there is something ‘different’ about a

child with disabilities but may not be fully aware of how the disability can affect the child,

leading to exclusion in peer groups (Lindsay et al., 2013). Explicit social exclusion commonly

takes the form of verbal and physical bullying. Bullying is not limited to classmates and peers

but also extends to educators. The educator’s role in creating high-quality disability inclusion in

the classroom is essential, though it has been reported that educators often do not create

opportunities for children with disabilities to socialize and be included, resulting in the children

blaming themselves for being left out (Lindsay & McPherson, 2012).

A high-quality inclusive classroom environment can be defined as one that overcomes

social, economic, and political barriers. It creates a place where students and staff feel safe, have

a good sense of well-being, and can participate in and be a part of the larger community (Koller

et al., 2018). For children with disabilities, it can be seen as a place where they are respected,

supported, and seamlessly integrated. This requires creating a foundation supporting empathy

and profound understanding among students, educators, and staff, (Pitre et al., 2007).
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Inclusive education greatly relies on educators, making early intervention initiatives and

specialized aid for elementary educators pivotal factors for successful inclusive classrooms

(Szumski et al., 2017). It is crucial to equip educators with formal and informal comprehensive

training and ongoing professional development (Pitre et al., 2007). Training needs to endorse

diversity, practical teaching approaches, and collaborative responsibility shared by all educators.

They also should focus on theoretical aspects and practical applications that prepare educators to

address the unique and diverse needs of students with a range of disabilities and learning

requirements (Szumski et al., 2017). This includes topics such as understanding how various

disabilities affect children, how to assist them academically and emotionally, and how to include

students with disabilities in the classroom by adapting the curriculum and fostering healthy

relationships among their peers (Lindsay et al., 2013). Collaborative efforts involving schools,

mental health experts, and community groups can elevate awareness, diminish stigma, and

nurture a more inclusive and supportive setting for students with disabilities (Pitre et al., 2007).

In classes with larger numbers of students, teachers lack the time and resources to help

each child, especially those with disabilities. The cuts to education assistants (EAs) and lack of

funding exacerbate this problem. To address this issue, we should provide more support for staff

and students by hiring more qualified staff to assist in classrooms (Lindsay et al., 2013).

Teachers should employ tailored instructional approaches to accommodate varied learning styles,

ensuring an equitable grasp of the curriculum. Collaboration proves pivotal in devising

personalized support strategies and adapting learning environments, involving educators,

specialized professionals in education, and support personnel (Pitre et al., 2007). Productive

collaboration, ongoing training in inclusive education methodologies, and a cohesive team

comprising general and special education teachers are vital components for successful classroom
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inclusion. Educators have to foster optimistic mindsets, practical proficiencies, and deep

comprehension of the varied learning requirements among students. It's essential to employ

inclusive approaches that offer personalized assistance and support to students with disabilities.

An extensive implementation plan that revolutionizes school frameworks, teaching approaches,

and broader educational methodologies is indispensable for effective and meaningful inclusion

(Szumski et al., 2017).

Inclusive educational initiatives should integrate mental health, disability, and diversity

awareness into early curricula. This includes the creation of specific modules to educate young

learners about different types of disabilities and mental health conditions, as well as the

importance of diversity and social inclusion. It could be achieved through interactive learning

techniques that are age-appropriate like storytelling, role-playing and the use of multimedia

resources. These initiatives are intended to develop empathy, understanding and respect for

differences from an early age, building the groundwork for a more inclusive and sympathetic

society. As shown in the study by Pitre et al (2007) utilizing innovative tools like puppetry can

serve as a potent educational method to debunk misconceptions, challenge stereotypes, and

cultivate an understanding of mental health and disabilities among elementary students (Pitre et

al., 2007).

As students in the ECS program and aspiring future educators, we value creating

high-quality disability inclusion in elementary classrooms. Through research, we see a need for

change and improvements within classrooms. We have listed the importance of early intervention

and inclusion in these environments and have given recommendations for improvement in

current classroom practices. We hope to see changes in future elementary classrooms that

accommodate and benefit the diverse range of children with disabilities.

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References

Frankel, E., Chan, C., & K. Underwood. (2019). Inclusion is an experience, not a placement.

ECELink, 3(1), 24-34.

Koller, D., Le Pouesard, M., & Rummers, J. (2018). Defining social inclusion for children with

disabilities: A critical literature review. Children & Society. 32(1), 1-13.

https://doi-org.ezproxy.lib.torontomu.ca/10.1111/chso.12223

Lindsay, S & McPherson, A. C. (2012). Experiences of social exclusion and bullying at school

among children and youth with cerebral palsy. Disability and Rehabilitation, 34(2),

101-109. https://doi-org.ezproxy.lib.torontomu.ca/10.3109/09638288.2011.587086

Lindsay, S., Proulx, M., Thomson, N., & Scott, H. (2013). Educators' Challenges of Including

Children with Autism Spectrum Disorder in Mainstream Classrooms. International

Journal of Disability, Development, and Education, 60(4), 347–362.

https://doi.org/10.1080/1034912X.2013.846470

Pitre, N., Stewart, S., Adams, S., Bedard, T., & Landry, S. (2007). The use of puppets with

elementary school children in reducing stigmatizing attitudes towards mental illness.

Journal of Mental Health (Abingdon, England), 16(3), 415–429.

https://doi-org.ezproxy.lib.torontomu.ca/10.1080/09638230701299160

Szumski, G., Smogorzewska, J., & Karwowski, M. (2017). Academic achievement of students

without special educational needs in inclusive classrooms: A meta-analysis. Educational

Research Review, 21, 33–54. https://doi.org/10.1016/j.edurev.2017.02.004