Inclusion In Bethesda Elementary Schools

As soon as we rolled up to Bethesda Elementary School, my heart skipped a beat. The sight of students immediately incited my excitement, and I could not wait to begin. Upon entering the building, one of the first things that I noticed was a student struggling on the floor as other students walked by, undisturbed by the occurrence. This would be my first encounter with the inclusion for which Bethesda Elementary is known. Once in Bethesda Elementary, I walked through the numerous classrooms searching for indications of inclusive practices. What seemed shocking to me, however, was how normative inclusion had been made inside the classroom. I had difficulty discerning students who may be struggling with a disability, and even began to think the school was not as inclusive as it claimed. I was shocked, therefore, when I learned that every single classroom facilitated such inclusion. The normativity of inclusive practices, such as chairs and stress balls, had rendered the inclusion nearly unnoticeable to an outsider. I was intrigued by many of the practices in Bethesda. What I found perhaps most interesting, however, was the Principal’s remarks on the student’s understanding of equality versus equity. As she explained the students’ cognizance of such differences,
and the need to facilitate the latter, I was truly surprised. This ability of the students to recognize that the needs of some students may exceed their own was alternative to all previous examples and psychosocial theories that I had experienced. I thought that this ability to create authentic understanding of inclusion was poignant. I believe this ability is what makes inclusion in schools not only beneficial for students with greater needs, but for all students, helping develop greater capacities for empathy and and acceptance. While I absolutely loved the model of inclusion in the classes, something about Bethesda Elementary seemed strange. The students worked wonderfully; they were impressively diligent and respectful in every single classroom. There was something about the atmosphere, however, that seemed almost stale or grim. It felt as though the students were hard at work, but also that they were not enjoining the work. As a person who believes strongly in the significance of play and enjoyment in the classroom, this felt a bit unsettling. This feeling may not be the reality at all. It is, however, my opinion on how the classroom environments generally felt. The visit to Bethesda Elementary was wonderful.
I loved the adept inclusion and its incredible implications. I additionally learned a lot about how I would want my classroom environment to feel. Furthermore, I think that the inclusion of Bethesda Elementary connects very well to the article on expectations. Such inclusion creates an environment in which every ability is not only allowed, but is also promoted. As discussed in the article, inclusive, encouraging, and supportive practices classroom environments can greatly benefit students. It is therefore of utmost importance that practices facilitate the creation of such an environment, providing students with the tools they need for
success.