The Gift of the Continuum of Services Part VIII: An Inclusive Society

Although inclusion still remains an elusive dream, it is most definitely a right worth fighting for. Right is the operative word here. Inclusion is a civil right; it is not a place. In fact, social ostracism, inaccessible instructional materials/activities, poor blindness skills, and limited opportunity can make any educational setting the most restrictive environment for learners with visual impairments. Frankly, it is an ableist attitude to assume that it is inherently better for someone with a visual impairment to be surrounded exclusively by their sighted peers. (Due to the low incidence of blindness and visual impairment among children, it is not uncommon for these students to in fact be the only child with a visual disability at their school.) However, it is equally ableist to assume that it is inherently better for someone with a visual impairment to be surrounded exclusively by peers with similar disabilities. Ultimately, inclusion is about equity, full participation, equal opportunity, celebration of differences, respect, dignity, and acceptance. Decisions about the types of services, where these services will occur, and how services will be provided need to be individualized to each child’s personal circumstances at that given time. Moreover, such decisions cannot be based solely on academic performance. The whole child must be taken into consideration, and this includes his/her/their physical, social, emotional, and intellectual needs across all learning contexts (at school, at home, and in the community). These are complex decisions that change with time, and thus, this decision needs to be continually revisited.

In spite of the trials and tribulations I encountered as the only student with a visual impairment throughout my years of schooling, I would not change these experiences if I could as they make me who I am today. And while I am far from perfect, I am generally proud of who I have become and what I have accomplished. Nevertheless, I realize that the path I have taken has not been the easiest one. (This is not a surprise as I am a Capricorn, and the mountain goat is most definitely an apropos spirit animal.) As an honor student, the general education classroom in my local public schools with itinerant vision services was legally the LRE, and as a result of these experiences, I learned resiliency, self-advocacy, independence, determination, and adaptability. Hopefully, I also showed my sighted peers that people with visual impairments are no different than anyone else as we all have strengths and challenges with which we must contend as we pursue our dreams. Truth be told though; public school was sometimes the most restrictive environment (despite the tireless dedication of my TSVI/COMS), especially in terms of my social-emotional well-being and acceptance of my disability. While it is easy for me to romanticize an experience I wish I had taken advantage of, my professional involvement with schools for the blind has lead me to believe that such a placement could have helped combat the self-esteem, social isolation, stigmatization, sensory inefficiency, restricted mobility, self-consciousness, and limited recreation I experienced as a byproduct of inclusion. In order to create a truly inclusive society, we have to abandon the one-size-fits-all mentality and cherish the gift of the continuum, which constitutes a plethora of choices in addition to itinerant services and residential schools.