When Inclusion Goes Too Far: Examining Questionable Practices in Education

Inclusion – the act of including or being included within a group or structure. This term has been a buzzword in education for years, and with good reason. It highlights the need to ensure that every student is given equal opportunities to learn and thrive in an environment that celebrates diversity.

However, some schools have taken this concept too far, leading to absurd situations where inclusion becomes more about political correctness than actually helping students. In this post, we’ll explore some examples of questionable inclusion practices and what they say about our education system.

Firstly, let’s talk about participation trophies. Sure, it may seem harmless enough to give every child a trophy at the end of the season – after all, isn’t it nice to acknowledge everyone’s efforts? But what message does this send? That simply showing up is enough? That mediocrity should be rewarded just as much as excellence?

Participation trophies are just one example of how the quest for inclusivity can go awry when we focus on making people feel good rather than encouraging them to strive for greatness. We’re not saying that children shouldn’t be celebrated for their efforts; but rather that we need to find ways to acknowledge hard work without diminishing the value of actual achievement.

Another concerning trend is the idea of eliminating grades altogether in order not to hurt any student’s feelings. Some schools have implemented “pass/fail” systems or “narrative evaluations” instead of traditional letter grades because they believe that grades create unnecessary anxiety and competition among students.

While it’s true that grades can be stressful, removing them entirely sends a dangerous message: that there are no standards by which success can be measured. Grades provide clarity regarding expectations and allow students (and their parents) to track progress over time.

Eliminating grades also removes incentives for academic excellence; if there are no rewards for doing well and no consequences for doing poorly, why bother trying at all? Moreover, colleges and employers rely on grades to evaluate candidates, so removing them puts students at a disadvantage later in life.

Inclusion should not mean sacrificing rigor or accountability; rather, it means finding ways to accommodate diverse learning styles and needs while maintaining high standards of excellence. It’s possible to create an environment that is both supportive and challenging – one where every student can thrive, regardless of their background or abilities.

One area where inclusion has been successful is in the realm of special education. In the past, students with disabilities were often isolated from their peers and given subpar educational opportunities. However, thanks to legislation like the Individuals with Disabilities Education Act (IDEA) and advances in assistive technology, more children are able to receive a quality education alongside their non-disabled peers.

But even here there are concerns. While integration into mainstream classrooms can be beneficial for some students with disabilities, others may find it overwhelming or too distracting. The key is individualized attention and support; what works for one student may not work for another.

Additionally, we need to be careful not to treat disabled students as tokens of diversity without recognizing the unique challenges they face. Disabled students should be valued for who they are as individuals rather than solely seen as representatives of a particular group.

Finally, let’s talk about cultural appropriation – the act of taking elements from another culture without understanding or respecting their significance. This issue has become increasingly relevant in schools, where administrators have tried (sometimes unsuccessfully) to incorporate elements from different cultures into lesson plans or events.

While cultural exchange can be valuable when done respectfully and thoughtfully, all too often it becomes a form of tokenism that erases the complexities and nuances of different cultures. For example: having non-Native American children make dream catchers during Thanksgiving week trivializes sacred Indigenous traditions by turning them into mere crafts.

Inclusive practices should aim to respect cultural differences while also celebrating commonalities among us all. Rather than trying to “diversify” the curriculum with superficial nods to different cultures, we should encourage a deeper understanding of what makes each culture unique and valuable.

In conclusion, inclusion is a noble goal that has the potential to transform our education system for the better. However, we need to be mindful of how it’s implemented so as not to diminish standards or trivialize differences. Inclusion should mean creating an environment where every student feels seen and supported while also being challenged and held accountable.