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Position Paper #1
Of the 468 students attending J.O. Wilson, approximately 130 students, or 27.7% (District of Columbia, 2024) of the total population, are students identified with special needs, with Black students accounting for 95% (District of Columbia, 2024) of the total number of students with Individualized Education Plans (IEP’s). Given the high percentage of students with IEP’s, we face the challenge of a disproportionate number of students receiving exclusionary special education instructional services in the form of “pull out” teaching. In response to this concern, we provided all teachers with professional development on special education inclusion teaching best practices, we observed co-teaching instruction and reviewed the assessment data of students with IEP’s based on their service hours. Additionally, we worked directly with the District of Columbia Public Schools’s Inclusion Innovation Team (IIT) to provide teachers with co-teaching support and coaching.
School leaders are instrumental in eradicating educational inequities, particularly by recognizing and confronting the historical, societal, and structural challenges that affect students with special needs and their broader communities (Green et al., 2019). School leaders also play a pivotal role in fostering a more inclusive learning environment by embracing culturally responsive practices (Khalifa et al., 2019). According to Khalifa, applying the tenets of Culturally Responsive School Leadership (CRSL) supports an educational environment that accommodates and celebrates the diversity of all students, including those with special needs (Khalifa et al., 2016). CRSL emphasizes the importance of school leaders understanding the cultural, linguistic, and learning diversities within their student populations as a foundational step towards inclusivity (Khalifa et al., 2019).
Moreover, by integrating CRSL tenets, school leaders can ensure that teaching strategies, curriculum design, and school policies are not only reflective of but also responsive to the varied backgrounds and needs of students. This includes recognizing and valuing the unique perspectives and abilities of students with special needs, thus fostering a learning environment where every student can succeed. Therefore, by committing to the practices embedded in CRSL, the teaching staff could become more empowered to create more inclusive teaching practices (Khalifa et al., 2019). This could be achieved by promoting critical self-reflection among teachers and encouraging the development of culturally responsive teaching competencies (Khalifa et al., 2019).
An additional framework to consider in addressing the issue of the disproportionate number of students subjected to “pull-out” teaching services is the Afro-humanity framework. This framework holds the promise of reshaping the perspectives of teachers, fostering a more inclusive and an affirming educational climate (Banks et al., 2021); in adopting this theoretical framework, educators can be guided towards recognizing and nurturing the inherent potential within every student, paving the way for a more equitable and inclusive learning environment. Banks et al. (2021) define inclusive practices as educational techniques and approaches aimed at fostering a learning environment where every student, irrespective of their varied backgrounds, abilities, or identities, is made to feel important, acknowledged, and supported in their educational journey (Banks et al., 2021). According to Banks, an inclusive educational environment necessitates the recognition and integration of diverse cultural perspectives into the curriculum and school practices (Banks et al., 2021). Moreover, the Afro-Humanity framework can further the creation of an inclusive environment for students with special needs by promoting curriculum and teaching strategies that are differentiated and responsive to the varied learning needs and cultural backgrounds of the students (Banks et al., 2021). Therefore, integrating the Afro-Humanity framework into our educational practices would significantly enhance inclusive teaching practices (Banks et al., 2021).
Inclusive practices aim to diminish racial disparities in educational outcomes and unlock every student’s full potential by ensuring equitable access to resources, support, and opportunities (Waite, 2021). This approach guarantees that every student, irrespective of their unique traits and educational requirements, receives the support and resources needed for academic success (Brown et al., 2011). Additionally, inclusive educational practices play a crucial role in counteracting ingrained inequalities within the educational system, thereby creating a more equitable and nurturing environment for Black students to thrive (Brown et al., 2011).
This paper underscores the need for J.O. Wilson Elementary School to implement more inclusive educational practices for students with special needs, guided by applying the tenets of Culturally Responsive School Leadership (CRSL) and the principles of Afro-humanity theory. To effectively communicate this change, we would employ a strategy as recommended by Bridges and Bridges (2016), which involves clearly articulating the vision for inclusive instruction and underscoring its advantages by sharing success stories. This communication strategy will not only advocate for the importance of inclusive practices but also support our school-wide effort to provide more equitable and just educational experiences for all students.
Furthermore, as part of our commitment to fostering a more inclusive learning environment, it is imperative that we interrogate our existing policies, processes, and training programs, both in-house and those provided by the central office. This examination should aim to identify and resolve any practices that perpetuate injustices against children of the global majority. In seeking to reduce, rather than replicate, these injustices, we can ensure that our educational practices are more equitable and responsive to the needs of students.
References
Banks, J., Shockley, K. G., & Wilkerson, C. (2021). “Ain’t I Got a Right to the Tree of Life?”: Examining Special Education through the Application of Afro-Humanity. Philosophical Inquiry in Education, 28(2), 138–149.
Bridges, W., & Bridges, S. (2016). Managing transitions: Making the Most of Change. Hachette UK.
Brown, K. M., Benkovitz, J., Muttillo, A. J., & Urban, T. (2011). Leading Schools of Excellence and Equity: Documenting Effective Strategies in closing achievement Gaps. Teachers College Record, 113(1), 57–96.
District of Columbia., (2024). https://aspen.dcps.dc.gov/aspen/logon.do Retrieved on March 15, 2024
Green, T., Castro, A. J., Lowe, T., Sikes, C. L., Gururaj, S., & Chioma. (2019). Reconsidering school improvement through the community equity literacy leadership assessment (CELLA) for principals. International Journal of Educational Management, 34(2), 417–431.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership.
Review of Educational Research, 86(4), 1272–1311.https://doi.org/10.3102/00346543
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Waite, S. R. (2021). Disrupting Dysconsciousness: Confronting Anti-Blackness in educational leadership preparation programs. Journal of School Leadership, 31(1–2), 66–84.
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